Saint Odilo Catholic School
Saint Odilo Curriculum 2005-06

Language Arts - Grade 3

Language Arts

The Standards for the English Language Arts center around three core beliefs:
    * "First, we believe that standards are needed to prepare students for the literacy requirements of the future as well as the present. Changes in technology and society have altered and will continue to alter the ways in which we use language to communicate and to think. Students must be prepared to meet these demands."
    * "Second, we believe that standards can articulate a shared vision of what the nation's teachers, literacy researchers, teacher educators, parents, and others expect students to attain in the English language arts, and what we can do to ensure that this vision is realized."
    * "Third, we believe that standards are necessary to promote high educational expectations for all students and to bridge the documented disparities that exist in educational opportunities. Standards can help us ensure that all students become informed citizens and participate fully in society." The Illinois Learning Standards for English Language Arts goals and standards were developed using the 1985 State Goals for Language Arts, various state and national standards drafts, and local education standards contributed by team members. Through the achievement of these goals and standards, students will gain proficiency in the language skills that are basic to all learning, critical to success in the workplace and essential to life as productive citizens.

English language arts includes reading, writing, speaking, listening and the study of literature. In addition, students must be able to study, retain and use information from many sources. Through the study of the English language arts, students should be able to read fluently, understanding a broad range of written materials. They must be able to communicate well and listen carefully and effectively. They should develop a command of the language and demonstrate their knowledge through speaking and writing for a variety of audiences and purposes. As students progress, a structured study of literature will allow them to recognize universal themes and to compare styles and ideas across authors and eras.

Through Applications of Learning, students demonstrate and deepen their understanding of basic knowledge and skills. These applied learning skills cross academic disciplines and reinforce the important learning of the disciplines. The ability to use these skills will greatly influence students' success in school, in the workplace and in the community.

SOLVING PROBLEMS - Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.

Solving problems demands that students be able to read and listen, comprehend ideas, ask and answer questions, clearly convey their own ideas through written and oral means, and explain their reasoning. Comprehending reading materials and editing and revising writing are in themselves forms of complex problem solving. The ability to locate, acquire and organize information from various sources, print and electronic, is essential to solving problems involving research. In all fields - - English language arts, mathematics, science, social studies, and others, the command of language is essential in stating and reasoning through problems and conveying results.

COMMUNICATING - Express and interpret information and ideas.

Communication is the essence of English language arts, and communication surrounds us today in many forms. Individuals and groups of people exchange ideas and information - -oral and written - - at lunch tables, through newspapers and magazines, and through radio, television and on-line computer services. From the simplest, shortest conversations to the most complex technical manuals, language is the basis of all human communication. A strong command of reading, writing, speaking and listening is vital for communicating in the home, school, workplace and beyond.

USING TECHNOLOGY - Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.

Computers and telecommunications have become basic means for creating messages and relaying information. In offices and homes, people write using word processors. Audio and visual media are used for both creative and practical forms of communication. The use of on-line services is now commonplace among researchers, authors, farmers and auto mechanics. Skilled use of these technologies provides students with necessary opportunities to search and process information, be in touch with experts, prepare documents, and learn and communicate in new, more effective ways.

WORKING ON TEAMS - Learn and contribute productively as individuals and as members of groups.

In sports, the workplace, family and elsewhere, teamwork requires skill in the use of language. People must speak clearly and listen well as they share ideas, plans, instructions and evaluations. In researching and bringing outside information to a team, individuals must be able to search, select and understand a variety of sources. Documenting progress and reporting results demand the ability to organize information and convey it clearly. Those who can read, write, speak and listen well are valuable contributors in any setting where people are working together to achieve shared goals.

MAKING CONNECTIONS - Recognize and apply connections of important information and ideas within and among learning areas.

The parts of English language arts are closely interconnected. Reading and writing provide the means to receive and send written messages. Likewise, listening and speaking enable people to receive and send oral information. Speaking and writing are the creative components, while listening and reading are the receptive components of language through which people access knowledge and demonstrate its applications. Proficiency in these skills clearly supports learning in all academic areas. The Terra Nova Multiple Assessments for Reading/Language Arts "reflects current instructional practices. The skills essential for effective communication - - reading comprehension, language, vocabulary, and study skills - - are integrated into one test to provide a coherent assessment experience.

To help student succeed, the directions, passages, and test questions are linked by themes that provide context and stimulate interest. The arrangement of test questions leads to a deepening engagement with the material, much like the process a thoughtful teacher uses in exploring text with students.

The test reflects the diverse cultures and ethnic backgrounds and experiences of contemporary students, with the goal of providing equity in assessing achievement. It involves the students in constructing meaning, monitoring their own comprehension strategies, and thinking critically and creatively in response to texts." In Language Arts, students concentrate on reading operations, writing, speaking, and listening. Students engage in projects which require them to apply language arts skills in real-world contexts. In this area students concentrate on reading operations, writing, speaking, and listening. Students engage in projects which require them to apply language arts skills in real-world contexts.

Grade 3

The Illinois Learning Standards for English Language Arts provides goals and standards at the Early Elementary level. In this course students explore the world of reading, writing, speaking, and listening. Students engage in activities which require knowledge of language mechanics and usage, and which foster an intuitive sense of language structure. Course work includes working independently and in groups to complete projects, learning study and organizational skills, incorporating an increasing vocabulary to speaking and writing, applying word analysis strategies to spell and define words, demonstrating the writing process, and identifying and extending patterns found in written and spoken language. The course emphasizes the need for students to construct meaning from, and respond to, oral communication and reading selections, and to express ideas and thoughts to others through speaking, writing, and drawings.


Genres
STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.

Why This Goal Is Important:
Literature transmits ideas, reflects societies and eras and expresses the human imagination. It brings understanding, enrichment and joy. Appreciating literature and recognizing its many forms enable students to learn and respond to ideas, issues, perspectives and actions of others. Literature study includes understanding the structure and intent of a short poem or a long, complex book. By exploring the techniques that authors use to convey messages and evoke responses, students connect literature to their own lives and daily experiences.

As a result of their schooling students will be able to:
A. Understand how literary elements and techniques are used to convey meaning.
    2.A.1a Identify the literary elements of theme, setting, plot and character within literary works.
    2.A.1b Classify literary works as fiction or nonfiction.
    2.A.1c Describe differences between prose and poetry

B. Read and interpret a variety of literary works.
    2.B.1a Respond to literary materials by connecting them to their own experience and communicate those responses to others.
    2.B.1b Identify common themes in literature from a variety of eras.
    2.B.1c Relate character, setting and plot to real-life situations.


This unit includes identifying and comparing key characteristics of literary genres.

    Author: Exploring
The learner will be able to explore books of a favorite author.
Strand Bloom's Scope Hours Source
Author Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Informational Sources: Synthesizing
The learner will be able to begin to understand how to synthesize information from multiple sources by summarizing one to two entries on a single topic from a resource book (dictionary, encyclopedia, etc.).
Strand Bloom's Scope Hours Source
Informational Text Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Short Story: Modeling
The learner will be able to show an understanding of a short story, read independently, by mapping out an original story which models the grade level short story in terms of themes or genre. The map should incorporate characters, plot, climax, resolution, setting, and possibly illustrations. Then, using details included on the map, the student should write the original story.
Strand Bloom's Scope Hours Source
Story/Short Story Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Sample: Genres
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Genre Master IL: Learning Standards, July 1997, Early Elementary
  
    Author: Identify
The learner will be able to identify favorite authors.
Strand Bloom's Scope Hours Source
Author Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Author: Compare/Contrast
The learner will be able to compare and contrast different authors.
Strand Bloom's Scope Hours Source
Author Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Author Technique: Evaluate
The learner will be able to evaluate the effectiveness of author technique.
Strand Bloom's Scope Hours Source
Author: Style/Technique Evaluation Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #4 tested in week 36 of next year.
  
    Author Intention
The learner will be able to identify the author's purpose in a given passage.
Strand Bloom's Scope Hours Source
Author: Intentions Analysis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Author Intention: Evaluate
The learner will be able to evaluate the author's purpose in a given work.
Strand Bloom's Scope Hours Source
Author: Intentions Evaluation Master 5.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #4 tested in week 36 of next year.
  
    Genre: Identify
The learner will be able to identify the genre of a given passage.
Strand Bloom's Scope Hours Source
Genre Knowledge Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Point of View: Evaluate
The learner will be able to evaluate how author point of view influences reading materials.
Strand Bloom's Scope Hours Source
Author: Point of View Evaluation Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #4, Item #053, 055 tested in week 36 of next year.
  

Language Arts Processes
STATE GOAL 5: Use the language arts to acquire, assess and communicate information.

Why This Goal Is Important:
To be successful in school and in the world of work, students must be able to use a wide variety of information resources (written, visual and electronic). They must also know how to frame questions for inquiry, identify and organize relevant information and communicate it effectively in a variety of formats. These skills are critical in school across all learning areas and are key to successful career and lifelong learning experiences.

As a result of their schooling students will be able to:
A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
    5.A.1a Identify questions and gather information.
    5.A.1b Locate information using a variety of resources.
B. Analyze and evaluate information acquired from various sources.
    5.B.1a Select and organize information from various sources for a specific purpose.
    5.B.1b Cite sources used.
C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
    5.C.1a Write letters, reports and stories based on acquired information.
    5.C.1b Use print, nonprint, human and technological resources to acquire and use information.

    Sample: Language Arts Processes
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Language Processes: Usage Master IL: Learning Standards, July 1997, Early Elementary
  

Language Expressions
This unit includes comprehending and applying the rules which govern language expressions and usage. Students studying this unit develop an intuitive sense of language structure, and the ability to make judgments regarding how language expressions relate to the cohesiveness of sentences and passages.

    Conventions: Demonstrate Awareness
The learner will be able to demonstrate an awareness of the conventions of the English language through writing samples and responses to the writing of others.
Strand Bloom's Scope Hours Source
Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Noun: Plural/Possessive/Supply
The learner will be able to supply the correct form of a plural, possessive, or plural possessive noun in a given sentence.
Strand Bloom's Scope Hours Source
Noun Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Noun: Forms/Edit
The learner will be able to edit writing for noun forms.
Strand Bloom's Scope Hours Source
Noun Comprehension Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #9 tested in week 36 of next year.
  
    Verb Tense: Complete Sentence/Forms
The learner will be able to indicate the correct verb tense (including past, present, plural, and/or future forms) for a given sentence.
Strand Bloom's Scope Hours Source
Verb Tense Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Subject-Verb: Agreement
The learner will be able to use correct subject-verb agreement.
Strand Bloom's Scope Hours Source
Subject-Verb Agreement Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #7 tested in week 36 of next year.
  
    Adverb: Choose Word/Phrase
The learner will be able to choose the word or phrase with the correct adverb (including positive, comparative, and superlative forms) that best completes the sentence.
Strand Bloom's Scope Hours Source
Adverb Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Pronoun: Case/Edit
The learner will be able to edit written works for correct use of pronouns.
Strand Bloom's Scope Hours Source
Pronoun Comprehension Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #9 tested in week 36 of next year.
  
    Sentence Structure: Identify Complete
The learner will be able to identify complete sentences.
Strand Bloom's Scope Hours Source
Sentence Structure Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #012, 039 tested in week 36 of next year.
  
    Sentence Structure: Construction
The learner will be able to recognize and construct complete sentences.
Strand Bloom's Scope Hours Source
Sentence Structure Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Sentence Structure: Grammar/Effective
The learner will be able to write grammatically correct, effective sentences.
Strand Bloom's Scope Hours Source
Sentence Structure Comprehension Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #7 tested in week 36 of next year.
  
    Sentence Structure: Use
The learner will be able to use correct sentence structure.
Strand Bloom's Scope Hours Source
Sentence Structure Application Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #7 tested in week 36 of next year.
  
    Fragment: Identify
The learner will be able to identify incomplete sentences.
Strand Bloom's Scope Hours Source
Sentence Structure/Fragment/Run-On Application Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #012, 039 tested in week 36 of next year.
  
    Run-On: Identify
The learner will be able to identify run-on sentences.
Strand Bloom's Scope Hours Source
Sentence Structure/Fragment/Run-On Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #012, 039 tested in week 36 of next year.
  
    Fragment/Run-On: Edit
The learner will be able to edit a series of sentences for fragments or run-ons.
Strand Bloom's Scope Hours Source
Sentence Structure/Fragment/Run-On Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Sentence Combining
The learner will be able to combine multiple complete sentences into one complete sentence.
Strand Bloom's Scope Hours Source
Sentence Structure/Combine Sentences Application Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #013, 036, 058 tested in week 36 of next year.
  
    Sentence Combining: Concise/Clarity
The learner will be able to combine two sentences concisely and with clarity of meaning.
Strand Bloom's Scope Hours Source
Sentence Structure/Combine Sentences Application Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #7 tested in week 36 of next year.
  
    Sentence Combining: Three Sentences
The learner will be able to combine a series of three simple sentences into one correct sentence by adding a phrase or clause, compound predicates, compound subjects, or cumulative adjectives.
Strand Bloom's Scope Hours Source
Sentence Structure/Combine Sentences Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Adjective: Complete Sentence
The learner will be able to choose the word or phrase with the correct adjective (including positive, comparative, and superlative forms) that best completes the sentence.
Strand Bloom's Scope Hours Source
Adjective Knowledge Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Edit: Context
The learner will be able to edit a series of sentences for errors such as double negatives, verb forms, subject-verb agreement, and redundancies.
Strand Bloom's Scope Hours Source
Sentence Structure: Edit Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  

Language Mechanics
This unit includes comprehending and applying the rules which govern punctuation and capitalization. Students studying this unit incorporate knowledge of language mechanics into original writing, and successfully edit passages for language mechanics errors.

    Punctuation: Apply
The learner will be able to apply fundamental punctuation rules to written works.
Strand Bloom's Scope Hours Source
Punctuation Master Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #7 tested in week 36 of next year.
  
    Capitalization: Proper Nouns
The learner will be able to capitalize proper nouns.
Strand Bloom's Scope Hours Source
Capitalization: Proper Nouns Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Capitalization: City/State
The learner will be able to capitalize cities and states.
Strand Bloom's Scope Hours Source
Capitalization: Proper Nouns Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Comma: City/State
The learner will be able to use a comma between a city and state.
Strand Bloom's Scope Hours Source
Comma Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Comma: Dates
The learner will be able to correctly use a comma in dates.
Strand Bloom's Scope Hours Source
Comma Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Comma: Series/Items/Identify
The learner will be able to identify the correct use of a comma with items in a series.
Strand Bloom's Scope Hours Source
Comma Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Abbreviate: Period
The learner will be able to correctly use a period at the end of an abbreviation.
Strand Bloom's Scope Hours Source
Abbreviate/Initial Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Capitalization: Beginning of Sentence
The learner will be able to capitalize the beginning of a sentence.
Strand Bloom's Scope Hours Source
Capitalization: Conventions Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Capitalization: Pronoun "I"
The learner will be able to capitalize the pronoun "I".
Strand Bloom's Scope Hours Source
Capitalization: Conventions Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Capitalization: Initials
The learner will be able to capitalize initials.
Strand Bloom's Scope Hours Source
Capitalization: Conventions Knowledge Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Capitalization: Direct Quote
The learner will be able to capitalize the first word in a direct quote.
Strand Bloom's Scope Hours Source
Capitalization: Conventions Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Capitalization: Use Correctly
The learner will be able to use capitalization correctly.
Strand Bloom's Scope Hours Source
Capitalization: Applications Comprehension Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #7 tested in week 36 of next year.
  
    Title: Capitalize
The learner will be able to capitalize a title.
Strand Bloom's Scope Hours Source
Capitalization: Title Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  

Listening
STATE GOAL 4: Listen and speak effectively in a variety of situations.

Why This Goal Is Important:
Of all the language arts, listening and speaking are those most often used on a daily basis at home, school and work or in the community. Skill in speaking is universally recognized as a primary indicator of a person's knowledge, skill and credibility. In person, by phone or through video, good listening and speaking skills are essential to sending, receiving and understanding messages. To understand messages spoken by others, students must be able to listen carefully, using specific techniques to clarify what they have heard. For speaking properly and making messages understood, grammar, sentence structure, tone, expression and emphasis must be part of students' repertoires.

As a result of their schooling students will be able to:
A. Listen effectively in formal and informal situations.
    4.A.1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said.
    4.A.1b Ask questions and respond to questions from the teacher and from group members to improve comprehension.
    4.A.1c Follow oral instructions accurately.
    4.A.1d Use visually oriented and auditorily based media. This unit includes identifying and distinguishing between sounds and patterns in sounds, and constructing meaning from information delivered verbally.

    Response: Story/Analyze/Discuss
The learner will be able to analyze a story and discuss story elements after hearing it read aloud. This includes identifying the main idea, events, sequence, and details of the story.
Strand Bloom's Scope Hours Source
Listening Responses Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Sample: Listening
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Listening Processes Master IL: Learning Standards, July 1997, Early Elementary
  
    Discussion: Group/Respond
The learner will be able to respond to others (in a group discussion) by paraphrasing the comments of others, asking poignant questions, and demonstrating patience while listening.
Strand Bloom's Scope Hours Source
Discussion Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Evaluating: Student/Teacher Criteria
The learner will be able to evaluate the oral presentations given by others on the basis of a set of student/teacher developed criteria (cohesive main idea, consistent organization of supporting ideas, and effective speaking style).
Strand Bloom's Scope Hours Source
Presentation: Evaluating Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Directions: Follow
The learner will be able to listen to and follow directions.
Strand Bloom's Scope Hours Source
Directions Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  

Media

    Illustrator: Exploring
The learner will be able to explore the pictures of his/her favorite illustrators.
Strand Bloom's Scope Hours Source
Illustrator Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Illustrator: Identify
The learner will be able to identify the works of a favorite illustrator.
Strand Bloom's Scope Hours Source
Illustrator Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Illustrator: Compare/Contrast
The learner will be able to compare and contrast different illustrators.
Strand Bloom's Scope Hours Source
Illustrator Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  

Reading Operations
STATE GOAL 1: Read with understanding and fluency.

Why This Goal Is Important
Reading is essential. It is the process by which people gain information and ideas from books, newspapers, manuals, letters, contracts, advertisements and a host of other materials. Using strategies for constructing meaning before, during and after reading will help students connect what they read now with what they have learned in the past. Students who read well and widely build a strong foundation for learning in all areas of life.

As a result of their schooling students will be able to:
A. Apply word analysis and vocabulary skills to comprehend selections.
    1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words.
    1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials.

B. Apply reading strategies to improve understanding and fluency.
    1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge.
    1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms.
    1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions).
    1.B.1d Read age-appropriate material aloud with fluency and accuracy.

C. Comprehend a broad range of reading materials.
    1.C.1a Use information to form questions and verify predictions.
    1.C.1b Identify important themes and topics.
    1.C.1c Make comparisons across reading selections.
    1.C.1d Summarize content of reading material using text organization (e.g., story, sequence).
    1.C.1e Identify how authors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters).
    1.C.1f Use information presented in simple tables, maps and charts to form an interpretation
This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. Students are able to identify, discuss, and compare both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications).

    Character: Role Playing
The learner will be able to demonstrate a familiarity with characters from a literary selection by engaging in role playing. (e.g., interviewing another student, who is role playing as a character from the selection, asking questions which address character motivations, points of view, and which explore ideas presented in the literary selection).
Strand Bloom's Scope Hours Source
Character Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Story Elements: Interpreting
The learner will be able to interpret literature by identifying, discussing, comparing, contrasting, and making connections about the story elements of one and/or two sources, in writing and in small group settings.
Strand Bloom's Scope Hours Source
Story Elements Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Story Elements: Mapping
The learner will be able to apply reading skills by creating a story map for a short story. The story map should demonstrate the student's understanding of both key details and intangible concepts (themes, character's feelings, etc.).
Strand Bloom's Scope Hours Source
Story Elements Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Sample: Reading Operations
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Reading Purposes Master IL: Learning Standards, July 1997, Early Elementary
  
    Critical Thinking: Connecting
The learner will be able to question and make associations about selected reading text.
Strand Bloom's Scope Hours Source
Critical Thinking Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Comprehension: Display Skills
The learner will be able to display comprehension skills.
Strand Bloom's Scope Hours Source
Reading Behaviors Master Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #2-3, Item #1, 3, 5-7, 45, 48 tested in week 36 of next year.
  
    Reading Behaviors: Apply
The learner will be able to apply meaning while reading.
Strand Bloom's Scope Hours Source
Reading Behaviors Master Terra Nova, Multiple Assessments, 1997, Level 14, Item #002, 064 tested in week 36 of next year.
  
    Construct Meaning: Strategies
The learner will be able to utilize the following context and content strategies for constructing meaning from reading materials: using prior knowledge to understand what is read, recognizing familiar words, interpreting punctuation, syntax, and sentence structure as clues to how sentences should be read, and sounding out words.
Strand Bloom's Scope Hours Source
Constructing Meaning: Strategies Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Response Logs
The learner will be able to keep a reading response log which includes details from various reading selections and personal reactions to these selections. The student should use the log to review content, reflect on feelings, and to prepare to write or speak in a formal manner about a story.
Strand Bloom's Scope Hours Source
Reading Responses: Logs Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Response: Connection/Text
The learner will be able to make connections among reading materials.
Strand Bloom's Scope Hours Source
Reading Responses: Affective Master Terra Nova, Multiple Assessments, 1997, Level 14, Item #031 tested in week 36 of next year.
  
    Prior Knowledge: Understand Text
The learner will be able to use prior knowledge to understand texts.
Strand Bloom's Scope Hours Source
Prior Knowledge Master Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #5 tested in week 36 of next year.
  
    Reading Selections: Select
The learner will be able to independently select a variety of literature to read (nonfiction, fiction, articles, and multicultural sources) for pleasure and to obtain information.
Strand Bloom's Scope Hours Source
Reading Behaviors: Selecting/Sharing Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Reading Behaviors: Attention Span
The learner will be able to read or explore books for extended periods of time.
Strand Bloom's Scope Hours Source
Reading Behaviors: Silent/Sustained Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Written: Connection
The learner will be able to create a written response to reading materials that connects similar themes and ideas found in texts.
Strand Bloom's Scope Hours Source
Reading Responses: Written Master Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #4 tested in week 36 of next year.
  
    Monitor: Strategies/Develop
The learner will be able to develop strategies for monitoring his/her reading process.
Strand Bloom's Scope Hours Source
Reading Strategies: Monitor Master Terra Nova, Multiple Assessments, 1997, Level 14, Item #047, 054 tested in week 36 of next year.
  
    Cause/Effect: Understanding
The learner will be able to understand the relationship between cause and effect.
Strand Bloom's Scope Hours Source
Cause/Effect Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #3, Item #044, 062 tested in week 36 of next year.
  
    Main Idea: Short Passage
The learner will be able to identify the main idea from a short passage.
Strand Bloom's Scope Hours Source
Main Idea Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Main Idea: Stated
The learner will be able to determine the main idea stated in a passage.
Strand Bloom's Scope Hours Source
Main Idea Analysis Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #008, 014, 021, 043, 050 tested in week 36 of next year.
  
    Draw Conclusion: Short Passage
The learner will be able to draw conclusions from a short reading passage.
Strand Bloom's Scope Hours Source
Draw Conclusion Evaluation Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Draw Conclusion: Reading Material
The learner will be able to draw conclusions about reading materials.
Strand Bloom's Scope Hours Source
Draw Conclusion Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #3, Item #046, 061 tested in week 36 of next year.
  
    Predict Outcome: Relationships
The learner will be able to predict the outcome based on relating new information to prior knowledge.
Strand Bloom's Scope Hours Source
Predicting Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Predict Outcome: Illustrations
The learner will be able to use illustrations to predict outcomes.
Strand Bloom's Scope Hours Source
Predicting Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Predict Outcome: Scanning Text
The learner will be able to scan text to predict outcome.
Strand Bloom's Scope Hours Source
Predicting Analysis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Predict Outcome: Information
The learner will be able to make predictions from information in written material.
Strand Bloom's Scope Hours Source
Predicting Application Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #4, Item #017 tested in week 36 of next year.
  
    Fact/Opinion
The learner will be able to distinguish between fact and opinion.
Strand Bloom's Scope Hours Source
Fact/Opinion Comprehension Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #4 tested in week 36 of next year.
  
    Summary: Strategies
The learner will be able to summarize material while he/she reads.
Strand Bloom's Scope Hours Source
Summary Comprehension Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #5 tested in week 36 of next year.
  
    Summary: Passage
The learner will be able to summarize a reading passage in his/her own words.
Strand Bloom's Scope Hours Source
Summary Synthesis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Theme: Identify
The learner will be able to identify the theme of a given reading passage.
Strand Bloom's Scope Hours Source
Themes Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #3, Item #8, 14, 21, 43, 50 tested in week 36 of next year.
  
    Inference: Information
The learner will be able to make inferences from information in written material.
Strand Bloom's Scope Hours Source
Inference Analysis Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #3 tested in week 36 of next year.
  
    Detail: Identify
The learner will be able to identify details from reading passages.
Strand Bloom's Scope Hours Source
Detail Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #2 tested in week 36 of next year.
  
    Story Elements: Character/Identify
The learner will be able to identify story elements, such as characters.
Strand Bloom's Scope Hours Source
Story Elements Knowledge Master 0.5 Terra Nova, Multiple Assessments, 1997, Level 14, Item #016, 052 tested in week 36 of next year.
  
    Story Elements: Identify
The learner will be able to identify story elements.
Strand Bloom's Scope Hours Source
Story Elements Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #016, 052 tested in week 36 of next year.
  
    Story: Elements/Identify
The learner will be able to identify story elements, such as setting, plot, and characters.
Strand Bloom's Scope Hours Source
Story Elements Comprehension Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade; Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #3 tested in week 36 of next year.
  
    Figurative Language: Infer Meaning
The learner will be able to infer meaning from figurative language.
Strand Bloom's Scope Hours Source
Figurative Language Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Compare: Reading Material
The learner will be able to make comparisons about reading material.
Strand Bloom's Scope Hours Source
Compare/Contrast Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #5 tested in week 36 of next year.
  
    Strategies: Vocabulary/Using
The learner will be able to use vocabulary to understand what is read.
Strand Bloom's Scope Hours Source
Reading Strategies Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #018-020, 049 tested in week 36 of next year.
  
    Strategies: Knowing
The learner will be able to know of a variety of strategies which aid comprehension.
Strand Bloom's Scope Hours Source
Reading Strategies Knowledge Master 0.5 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #5 tested in week 36 of next year.
  
    Strategies: Extend Information
The learner will be able to extend information beyond passage ideas while reading.
Strand Bloom's Scope Hours Source
Reading Strategies Synthesis Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #4, Item #002, 064 tested in week 36 of next year.
  
    Strategies: Critical Thinking
The learner will be able to apply critical thinking when reading materials.
Strand Bloom's Scope Hours Source
Reading Strategies Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #4 tested in week 36 of next year.
  
    Plot: Climax
The learner will be able to recognize plot climax in reading selections.
Strand Bloom's Scope Hours Source
Plot Comprehension Master 0.5 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #3 tested in week 36 of next year.
  
    Critical Thinking: Reading Materials
The learner will be able to critically examine reading materials.
Strand Bloom's Scope Hours Source
Critical Thinking Evaluation Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #022-023, 025 tested in week 36 of next year.
  
    Onomatopoeia: Use
The learner will be able to understand and use onomatopoeia.
Strand Bloom's Scope Hours Source
Onomatopoeia Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Construct Meaning: Correct Mistakes
The learner will be able to recognize and correct his/her own reading mistakes.
Strand Bloom's Scope Hours Source
Emergent Reading Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Reality/Fantasy
The learner will be able to distinguish between reality and fantasy.
Strand Bloom's Scope Hours Source
Real/Non-Real Comprehension Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #4 tested in week 36 of next year.
  
    Sequence: Identify Order
The learner will be able to identify the order of events which occur within a reading selection.
Strand Bloom's Scope Hours Source
Sequence Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #2 tested in week 36 of next year.
  
    Sequence: Short Passage
The learner will be able to identify the sequence in a short passage.
Strand Bloom's Scope Hours Source
Sequence Comprehension Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Sequence: Use/Understand
The learner will be able to use sequence to understand reading materials.
Strand Bloom's Scope Hours Source
Sequence Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #015 tested in week 36 of next year.
  
    Generalization: Passage
The learner will be able to make a generalization based on passage elements.
Strand Bloom's Scope Hours Source
Generalization Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Questions: Aid Understanding
The learner will be able to generate questions to aid understanding while reading.
Strand Bloom's Scope Hours Source
Questions Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #5 tested in week 36 of next year.
  
    Structure: Increase Understanding
The learner will be able to use text structure to increase understanding of reading materials.
Strand Bloom's Scope Hours Source
Structure Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #5, Item #026-027 tested in week 36 of next year.
  
    Reading Behaviors: Initial Understanding
The learner will be able to demonstrate an initial understanding of a text.
Strand Bloom's Scope Hours Source
Reading Behaviors Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #029, 060 tested in week 36 of next year.
  
    Topic Sentence: Select
The learner will be able to show reading comprehension by selecting the most appropriate topic sentence for a given paragraph.
Strand Bloom's Scope Hours Source
Paragraph Synthesis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Response: Evaluate/Author
The learner will be able to evaluate the effectiveness and purpose of an author in a written response to reading.
Strand Bloom's Scope Hours Source
Reading Responses: Composing Evaluation Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #4 tested in week 36 of next year.
  
    Synthesizing: Information/Multiple Texts
The learner will be able to demonstrate skills for constructing meaning by synthesizing information from multiple written texts.
Strand Bloom's Scope Hours Source
Synthesizing Synthesis Master 5.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #063 tested in week 36 of next year.
  
    Bias: Identify/Gender/Cultural
The learner will be able to identify gender and cultural biases in pictures and written text.
Strand Bloom's Scope Hours Source
Bias Evaluation Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Fact: Identify
The learner will be able to identify a statement as a fact.
Strand Bloom's Scope Hours Source
Fact Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Analyze: Literary Device/Reading
The learner will be able to analyze literary devices used in reading materials.
Strand Bloom's Scope Hours Source
Literary Device: Analyze Analysis Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #004 tested in week 36 of next year.
  
    Written: Literal Questions
The learner will be able to write in response to literal questions from reading materials.
Strand Bloom's Scope Hours Source
Reading Responses: Written Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #2 tested in week 36 of next year.
  
    Written: Understanding
The learner will be able to write in response to reading materials in order to demonstrate a thorough understanding of the text.
Strand Bloom's Scope Hours Source
Reading Responses: Written Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #3 tested in week 36 of next year.
  
    Written: Strategies
The learner will be able to create a written response that demonstrates understanding and use of reading strategies.
Strand Bloom's Scope Hours Source
Reading Responses: Written Application Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #5 tested in week 36 of next year.
  
    Written: Extend
The learner will be able to create a written response that extends the use of information from documents and/or forms.
Strand Bloom's Scope Hours Source
Reading Responses: Written Synthesis Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #5 tested in week 36 of next year.
  
    Written: Extend Meaning
The learner will be able to create a written response that extends the meaning of reading materials to other contexts.
Strand Bloom's Scope Hours Source
Reading Responses: Written Synthesis Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #4 tested in week 36 of next year.
  
    Written: Interpret
The learner will be able to create a written response that interprets information found in documents and/or forms.
Strand Bloom's Scope Hours Source
Reading Responses: Written Evaluation Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #5 tested in week 36 of next year.
  
    Graphic Feature: Use
The learner will be able to use common graphical features to increase understanding of reading materials.
Strand Bloom's Scope Hours Source
Reading Strategies: Graphic Features Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #5, Item #024, 051 tested in week 36 of next year.
  
    Recurring: Identify
The learner will be able to identify recurring themes in reading passages.
Strand Bloom's Scope Hours Source
Themes: Recurring Analysis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  

Speaking
STATE GOAL 4: Listen and speak effectively in a variety of situations.

Why This Goal Is Important:
Of all the language arts, listening and speaking are those most often used on a daily basis at home, school and work or in the community. Skill in speaking is universally recognized as a primary indicator of a person's knowledge, skill and credibility. In person, by phone or through video, good listening and speaking skills are essential to sending, receiving and understanding messages. To understand messages spoken by others, students must be able to listen carefully, using specific techniques to clarify what they have heard. For speaking properly and making messages understood, grammar, sentence structure, tone, expression and emphasis must be part of students' repertoires.

As a result of their schooling students will be able to:
B. Speak effectively using language appropriate to the situation and audience.
    4.B.1a Present brief oral reports, using language and vocabulary appropriate to the message and audience (e.g., show and tell).
    4.B.1b Participate in discussions around a common topic. This unit includes practicing techniques and strategies (voice modulation, body language, ordering of ideas, visual aids, etc.) to convey meaning and to present information and opinions to groups. Students learn to choose appropriate topics, and methods of presenting topics, for specific audiences.

    Sample: Speaking
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Speaking Processes Master IL: Learning Standards, July 1997, Early Elementary
  
    General: Report/Poem/Story/Event
The learner will be able to present a report, poem, story, or current event to a group while pronouncing words appropriately, forming complete sentences, keeping to topic, and showing an awareness of the purpose of the presentation (to inform, to entertain), body language, eye contact, and voice modulation.
Strand Bloom's Scope Hours Source
Presentation: General Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    General: Opinions
The learner will be able to express opinions (including support for the opinions) to a group, tell a story which includes characters, colorful details, a plot, climax, and a resolution, and give clear directions in a logical order to a group.
Strand Bloom's Scope Hours Source
Presentation: General Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Pronunciation: Common Words
The learner will be able to clearly pronounce words common to grade level.
Strand Bloom's Scope Hours Source
Pronunciation Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Story: Retell/Summarize
The learner will be able to orally retell or summarize a story.
Strand Bloom's Scope Hours Source
Story Analysis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  

Spelling
This unit includes studying language and word structure knowledge to discern the correct spelling of words. Students edit passages for correct spelling by making connections between spelling, meaning, and structure.

    Edit: Contextual
The learner will be able to develop an editing strategy for finding misspelled words within the context of editing for punctuation, grammar, and usage.
Strand Bloom's Scope Hours Source
Editing Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Strategies
The learner will be able to develop a study method for learning how to spell new words (such as keeping a log of words misspelled frequently).
Strand Bloom's Scope Hours Source
Spelling Strategies Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Sight Words
The learner will be able to analyze a series of words and identify which word is spelled incorrectly.
Strand Bloom's Scope Hours Source
Sight Word Comprehension Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Double Letters
The learner will be able to correctly spell words that have double letters.
Strand Bloom's Scope Hours Source
Double Letter Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Spelling
The learner will be able to choose a word that best completes a sentence and is spelled correctly.
Strand Bloom's Scope Hours Source
Complete Sentence Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Irregular Words
The learner will be able to correctly write words with irregular spelling.
Strand Bloom's Scope Hours Source
Irregular Word Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  

Study and Research Skills
This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams.

    Research Project: Group
The learner will be able to participate as a member of a group working toward completing a research project. Group members should write a thesis, develop a plan for completing the necessary research, divide up responsibilities, and prepare a presentation of the topic which incorporates multimedia resources.
Strand Bloom's Scope Hours Source
Research Project Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Research Skills: Evaluating Resources
The learner will be able to evaluate the usefulness of a book (as a resource tool) by skimming the table of contents, index, glossary, diagrams, and the titles and beginnings of chapters.
Strand Bloom's Scope Hours Source
Resource: Evaluating Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Library: Library Resources/Utilize
The learner will be able to utilize library resources for information and media tools (computers, books, films, tapes, periodicals, and resource aids).
Strand Bloom's Scope Hours Source
Reference: Library/Community Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Map: Street
The learner will be able to interpret maps containing keys and intersecting streets, and show an understanding of how to communicate directions to and from specific points on the map.
Strand Bloom's Scope Hours Source
Map Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Outline: Categorize
The learner will be able to organize information in outline form by categorizing items and functions.
Strand Bloom's Scope Hours Source
Outline Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Homework
The learner will be able to complete assignments at home.
Strand Bloom's Scope Hours Source
Study Skills Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Classifying: Properties of Concepts
The learner will be able to classify properties of concepts.
Strand Bloom's Scope Hours Source
Classification Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Glossary: Use
The learner will be able to use a glossary.
Strand Bloom's Scope Hours Source
Glossary Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Testing: Strategies
The learner will be able to understand effective test taking strategies.
Strand Bloom's Scope Hours Source
Testing Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Chapter Titles: Organization
The learner will be able to understand the organization of chapter titles.
Strand Bloom's Scope Hours Source
Chapter Title Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Print Styles to Convey Meaning
The learner will be able to understand the use of bold and italic letters in written works.
Strand Bloom's Scope Hours Source
Print Style Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Diagrams: Use
The learner will be able to read and utilize information organized in diagram form.
Strand Bloom's Scope Hours Source
Diagram Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Friendly: Use Letter/Format
The learner will be able to use the correct form for a friendly letter.
Strand Bloom's Scope Hours Source
General Letter Writing: Friendly Application Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  

Vocabulary
This unit includes studying and applying knowledge of word structure (bases and affixes) to define unfamiliar words and understand technical or informational content.

    Strategies
The learner will be able to develop strategies for increasing his/her personal vocabulary (such as keeping a log of new words encountered in daily life, across the curriculum, and on class spelling lists, and their definitions).
Strand Bloom's Scope Hours Source
Vocabulary Strategies Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Word Choice: Creative Writing
The learner will be able to select interesting and accurate words when writing in various modes (stories, poetry, etc.), and practice incorporating new vocabulary words by creating simple analogies, haikus, diamantes, and rhyming couplets with consistent and cohesive themes.
Strand Bloom's Scope Hours Source
Word Choice Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Analyze: Contextual Analysis
The learner will be able to use structural analysis and contextual clues to define unfamiliar words found in the course of reading.
Strand Bloom's Scope Hours Source
Vocabulary Strategies: Analyze Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Analogy: Understand
The learner will be able to understand and complete analogies.
Strand Bloom's Scope Hours Source
Analogy Analysis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Sentence Completion
The learner will be able to identify the vocabulary word that best completes a given sentence as read aloud by the teacher.
Strand Bloom's Scope Hours Source
Complete Sentence Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Context: Analyzing
The learner will be able to determine the meaning of unfamiliar words by analyzing the context (a paragraph) in which the words are used.
Strand Bloom's Scope Hours Source
Context Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Word Structure: Analyze
The learner will be able to determine the meaning of unfamiliar words by analyzing word structure (bases, affixes).
Strand Bloom's Scope Hours Source
Structure Analysis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Word Structure: Analyze Language
The learner will be able to determine the meaning of unfamiliar words by analyzing language expressions and conventions (including antonyms, synonyms, definitions, explanations, descriptions, examples, etc.).
Strand Bloom's Scope Hours Source
Structure Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Vocabulary: Read/Identify/Understand
The learner will be able to read, identify, and understand grade specific vocabulary words.
Strand Bloom's Scope Hours Source
Vocabulary Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade; Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #2 tested in week 36 of next year.
  
    Strategies: Variety
The learner will be able to apply a variety of vocabulary strategies.
Strand Bloom's Scope Hours Source
Vocabulary Strategies Application Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #030 tested in week 36 of next year.
  

Word Analysis
This unit includes examining word structure and phonetics in isolation.

    Final Sound: Written Word
The learner will be able to identify the final sound of a word given the written form.
Strand Bloom's Scope Hours Source
Final Sound Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Initial Sound: Written Word
The learner will be able to identify the initial sound of a word, given the written form.
Strand Bloom's Scope Hours Source
Initial Sound Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Vowels: Digraphs/Diphthongs
The learner will be able to recognize the correct sound of digraphs and diphthongs given in context.
Strand Bloom's Scope Hours Source
Vowel Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Vowels: Auditory Discrimination
The learner will be able to recognize the long and short sounds of vowels.
Strand Bloom's Scope Hours Source
Vowel Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Orally Read: Identify/Final Sound
The learner will be able to identify the final sound of an orally read word.
Strand Bloom's Scope Hours Source
Final Sound: Orally Read Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Orally Read: Identify/Written Word
The learner will be able to identify the final sound of a word, which is both written and orally read.
Strand Bloom's Scope Hours Source
Final Sound: Orally Read Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Orally Read: Identify
The learner will be able to identify the initial sound of an orally read word.
Strand Bloom's Scope Hours Source
Initial Sound: Orally Read Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Orally Read: Written Word
The learner will be able to identify the initial sound of an orally read word, given the written form of the word.
Strand Bloom's Scope Hours Source
Initial Sound: Orally Read Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  

Writing
STATE GOAL 3: Write to communicate for a variety of purposes.

Why This Goal Is Important:
The ability to write clearly is essential to any person's effective communications. Students with high-level writing skills can produce documents that show planning and organization and can effectively convey the intended message and meaning. Clear writing is critical to employment and production in today's world. Individuals must be capable of writing for a variety of audiences in differing styles, including standard rhetoric themes, business letters and reports, financial proposals, and technical and professional communications. Students should be able to use word processors and computers to enhance their writing proficiency and improve their career opportunities.

As a result of their schooling students will be able to:
A. Use correct grammar, spelling, punctuation, capitalization and structure.
    3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech.

B. Compose well-organized and coherent writing for specific purposes and audiences.
    3.B.1a Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events).
    3.B.1b Demonstrate focus, organization, elaboration and integration in written compositions (e.g., short stories, letters, essays, reports).

C. Communicate ideas in writing to accomplish a variety of purposes.
    3.C.1a Write for a variety of purposes including description, information, explanation, persuasion and narration.
    3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes.
This unit includes utilizing each stage of the writing process to create original pieces. Students explore a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems).

    Prewriting: Conceptualizing
The learner will be able to focus on prewriting and developing a draft with the confidence of knowing that there will be a specific time and stage (later in the process) in which to edit.
Strand Bloom's Scope Hours Source
Prewriting Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Essay: Style and Organization
The learner will be able to explain the necessary components of narrative, expository, and persuasive writing (why and how these models are used), and practice these models.
Strand Bloom's Scope Hours Source
Essay/Composition Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Writing as a Process: Narrative
The learner will be able to demonstrate the writing process (prewriting, drafting, revising, rewriting, editing, publishing) by writing a personal narrative which includes properly sequenced details (events, descriptions, etc.) as well as intangible features such as a theme, main ideas, mood, etc.
Strand Bloom's Scope Hours Source
Writing as a Process Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Sample: Writing
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Writing Processes Master IL: Learning Standards, July 1997, Early Elementary
  
    Edit: Punctuation/Spelling
The learner will be able to focus on the editing stage of the writing process by editing a final draft of writing for correct use of the following conventions: commas (cities/states, and months/years), apostrophes (in contractions and possessives), periods (as end marks and in abbreviations), and spelling.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Edit: Adjectives/Adverbs
The learner will be able to edit for correct use of adverbs and adjectives.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #9 tested in week 36 of next year.
  
    Edit: Language Conventions
The learner will be able to edit written works for the correct use of the following English language conventions: capitalization, periods, commas (cities/states, and month/year), apostrophes, spelling, and paragraph indentation.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Edit: Language Conventions
The learner will be able to edit written works for language conventions.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #9 tested in week 36 of next year.
  
    Revise: Usage
The learner will be able to revise writing to improve the following areas: sentence construction, the flow of ideas, and the clarity of an implied or stated main idea.
Strand Bloom's Scope Hours Source
Revising: Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Writing Behaviors: Daily Writing
The learner will be able to write daily for self growth and per teacher instructions.
Strand Bloom's Scope Hours Source
Writing Behaviors Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Collection: Compile
The learner will be able to compile a portfolio of writing samples which includes writing from different content areas, narratives, expository pieces, and short stories with drafts from each stage of the writing process. The portfolio should also include an explanation of why the pieces were selected and a self-evaluation of progress made in writing.
Strand Bloom's Scope Hours Source
Portfolios: Collection Master The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Conclusion: Use
The learner will be able to use a conclusion in a written work.
Strand Bloom's Scope Hours Source
Introduction/Conclusion Application Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8 tested in week 36 of next year.
  
    Edit: Proofread
The learner will be able to proofread written works.
Strand Bloom's Scope Hours Source
Editing Analysis Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #032, 062, 064 tested in week 36 of next year.
  
    Edit: Resources
The learner will be able to use outside resources, such as a dictionary, to edit written works.
Strand Bloom's Scope Hours Source
Editing Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Drafting: First Draft
The learner will be able to understand and produce a first draft.
Strand Bloom's Scope Hours Source
Drafting Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Organization: Information
The learner will be able to use writing as a way to organize information.
Strand Bloom's Scope Hours Source
Organization Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #033, 041 tested in week 36 of next year.
  
    Technological Tools: Writing Equipment
The learner will be able to use writing equipment, such as a computer or typewriter, with teacher assistance.
Strand Bloom's Scope Hours Source
Writing Technologies Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Expository: Essay
The learner will be able to write an expository essay.
Strand Bloom's Scope Hours Source
Expository Comprehension Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8 tested in week 36 of next year.
  
    Expository: Paragraph
The learner will be able to write an expository paragraph.
Strand Bloom's Scope Hours Source
Expository Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Narrative: Short
The learner will be able to write a brief narrative.
Strand Bloom's Scope Hours Source
Narrative Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Persuasive: Paragraph
The learner will be able to write a persuasive paragraph.
Strand Bloom's Scope Hours Source
Persuasive Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Sequence: Identify
The learner will be able to identify correct sentence sequence.
Strand Bloom's Scope Hours Source
Sequence Knowledge Master 0.5 Terra Nova, Multiple Assessments, 1997, Level 14, Item #042 tested in week 36 of next year.
  
    Sequence: Ideas
The learner will be able to order ideas sequentially when writing.
Strand Bloom's Scope Hours Source
Sequence Application Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8 tested in week 36 of next year.
  
    Clarity/Focus: Relevant Information
The learner will be able to include relevant information in his/her writing.
Strand Bloom's Scope Hours Source
Clarity/Focus Evaluation Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8, Item #040 tested in week 36 of next year.
  
    Edit: Verb Form
The learner will be able to edit written works for correct verb forms.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #9 tested in week 36 of next year.
  
    Edit: Sentence Structure
The learner will be able to edit for correct sentence structure.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Application Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #9 tested in week 36 of next year.
  
    Edit: Capitalization
The learner will be able to edit sentences for capitalization errors.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Analysis Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #9 tested in week 36 of next year.
  
    Edit: Punctuation
The learner will be able to edit for correct use of punctuation.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Application Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #9 tested in week 36 of next year.
  
    Edit: Paragraph Coherence/Evaluate
The learner will be able to proofread a paragraph for coherence.
Strand Bloom's Scope Hours Source
Editing: Content Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Cursive: Letters
The learner will be able to form cursive letters.
Strand Bloom's Scope Hours Source
Print/Cursive Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade
  
    Topic: Choose
The learner will be able to choose a topic for his/her writing.
Strand Bloom's Scope Hours Source
Topic Comprehension Master 0.5 Terra Nova, Multiple Assessments, 1997, Level 14, Item #034-035 tested in week 36 of next year.
  
    Support: Write Text
The learner will be able to write a supported text.
Strand Bloom's Scope Hours Source
Support Application Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8 tested in week 36 of next year.
  
    Transition: Conjunction/Use
The learner will be able to use transitional conjunctions in his/her writing.
Strand Bloom's Scope Hours Source
Transition Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8 tested in week 36 of next year.
  
    Transition: Phrase/Use
The learner will be able to use transitional phrases in his/her writing.
Strand Bloom's Scope Hours Source
Transition Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8 tested in week 36 of next year.
  
    Transitions: Use Effective
The learner will be able to use effective transitions (and, but, or) in his/her writing.
Strand Bloom's Scope Hours Source
Transition Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8 tested in week 36 of next year.
  
    Usage: Edit
The learner will be able to edit written works for usage.
Strand Bloom's Scope Hours Source
Editing: Usage Application Master 5.0 Terra Nova, Multiple Assessments, 1997, Level 14, Item #009-010, 028, 037-038, 056-057, 059 tested in week 36 of next year.
  
    Topic Sentence: Identify/Best
The learner will be able to select the best topic sentence for a given paragraph.
Strand Bloom's Scope Hours Source
Paragraph Content: Topic Sentence Application Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8, Item #011 tested in week 36 of next year.
  
    Strategies: Understand/Use Sources
The learner will be able to understand how to use information sources as a prewriting strategy.
Strand Bloom's Scope Hours Source
Prewriting: Strategies Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8 tested in week 36 of next year.
  
    Strategies: Outline/Understand
The learner will be able to understand how to use an outline as a prewriting strategy.
Strand Bloom's Scope Hours Source
Prewriting: Strategies Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8 tested in week 36 of next year.
  
    Strategies: Apply/Variety
The learner will be able to apply a variety of prewriting strategies.
Strand Bloom's Scope Hours Source
Prewriting: Strategies Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #8 tested in week 36 of next year.
  

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