Saint Odilo Catholic School
Saint Odilo Curriculum 2005-06

Language Arts - Grade 4

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 4

In this course students explore the world of reading, writing, speaking, and listening. Students engage in activities which require them to apply their knowledge of language structure by editing for language mechanics, usage, and cohesiveness. 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 structure and context analysis to 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

    Author: Comparing/Contrasting
The learner will be able to compare and contrast the themes, points of view, and styles of two authors.
Strand Bloom's Scope Hours Source
Author Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Short Story: Analyzing
The learner will be able to analyze a short story for details, emotions, and events, and predict the outcomes of the story.
Strand Bloom's Scope Hours Source
Story/Short Story Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Genre/Cultures: Selecting Literature
The learner will be able to independently select books from a variety of genres (biographies, nonfiction, fiction, diaries, and journals) and from multiple cultures.
Strand Bloom's Scope Hours Source
Genre Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, Objective Statement #4 tested in week 36 of next year.
  
    Informational: Synthesize
The learner will be able to synthesize information from three entries from one or more reference books.
Strand Bloom's Scope Hours Source
Informational Text Synthesis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    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, Fourth 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 15, Objective Statement #4, Item #043, 050, 052 tested in week 36 of next year.
  
    Short Story: Character/Analyze
The learner will be able to analyze a character depicted in a short story.
Strand Bloom's Scope Hours Source
Story/Short Story Analysis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Short Story: Construct Meaning
The learner will be able to construct meaning from a short story by interpreting details, the title, character motives and feelings, and by predicting outcomes.
Strand Bloom's Scope Hours Source
Story/Short Story Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Narrative Patterns: Recognize
The learner will be able to recognize narrative patterns.
Strand Bloom's Scope Hours Source
Narrative Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    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, Fourth 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 15, Objective Statement #4, Item #049 tested in week 36 of next year.
  

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.

    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 15, Objective Statement #9 tested in week 36 of next year.
  
    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 15, Objective Statement #7 tested in week 36 of next year.
  
    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 15, 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 15, Item #012, 015, 032, 053, 058 tested in week 36 of next year.
  
    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 15, 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 15, 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 15, Item #012, 015, 032, 053, 058 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 15, Item #012, 015, 032, 053, 058 tested in week 36 of next year.
  
    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 15, Item #014, 028, 056 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 15, Objective Statement #7 tested in week 36 of next year.
  
    Idiom: Define/Interpret
The learner will be able to define and interpret idioms.
Strand Bloom's Scope Hours Source
Idiom Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Simile: Recognize
The learner will be able to show an understanding of similes by reading sentences and choosing the best similes for the underlined words or phrases.
Strand Bloom's Scope Hours Source
Metaphor/Simile Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Metaphor: Interpret
The learner will be able to interpret metaphors and show an understanding of how they are used in comparisons.
Strand Bloom's Scope Hours Source
Metaphor/Simile Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Edit: Context
The learner will be able to edit a series of sentences for double negatives, verb forms, subject-verb agreement, redundancies, and clarity.
Strand Bloom's Scope Hours Source
Sentence Structure: Edit Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, Objective Statement #7 tested in week 36 of next year.
  
    Mechanics: Conventions
The learner will be able to understand and apply English language conventions in the following areas: punctuation (commas, periods, quotation marks) and usage (pronouns, singular and plural nouns, subject/verb agreement, verb tenses, singular possessives).
Strand Bloom's Scope Hours Source
Mechanics Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth Grade
  
    Comma: Understand
The learner will be able to edit sentences for the correct use of commas and show an understanding of how commas alter meaning.
Strand Bloom's Scope Hours Source
Comma Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, 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, Fourth Grade
  

Listening
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, Fourth Grade
  
    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, Fourth 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, Fourth Grade
  

Media

    Advertisement: Describe
The learner will be able to find and describe information displayed in an advertisement.
Strand Bloom's Scope Hours Source
Advertisement Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  

Reading Operations
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).

    Predict Outcome
The learner will be able to analyze how elements of a story are connected, and utilize this analysis to make predictions about how a story might end.
Strand Bloom's Scope Hours Source
Predicting Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, Objective Statement #2-3, Item #5, 38, 41, 46, 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 15, Item #026, 037, 063 tested in week 36 of next year.
  
    Response Logs
The learner will be able to keep a reading response log which includes sections for detailing events, and for providing an emotional and/or intellectual reaction to story elements. Such a log should be referred to by the student as a measure of the student's growth as a reader, for topics for group discussions, and as a way to become an engaged reader.
Strand Bloom's Scope Hours Source
Reading Responses: Logs Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Response: Activities
The learner will be able to engage in self-initiated reading response activities such as prewriting on topics (lists, webbing, illustrations, graphs, clusters), maintaining reading response logs, discussing reading materials with peers, and forming questions about reading materials during which the student is able to recall key elements of reading materials, summarize, paraphrase main ideas, generalize about characters, explain how elements of reading materials may be connected, and remain open to the ideas and interpretations of others.
Strand Bloom's Scope Hours Source
Reading Responses: Composing Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    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 15, Objective Statement #5 tested in week 36 of next year.
  
    Analyze: Main Characters
The learner will be able to analyze main characters by creating story maps which highlight the adventures, personalities, and growth of main characters. Such maps should include quotes from main characters, other characters, and narrators, which substantiate commentary on the main characters.
Strand Bloom's Scope Hours Source
Character: Analyze Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, 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 15, Item #003, 023, 025 tested in week 36 of next year.
  
    Analyze: Characters/Point of View
The learner will be able to analyze story elements such as characters, point of view, setting, and story line, and discuss how these elements are connected.
Strand Bloom's Scope Hours Source
Story Elements: Analyze Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    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 15, Objective Statement #3, Item #004, 007, 047 tested in week 36 of next year.
  
    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 15, Item #044 tested in week 36 of next year.
  
    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 15, Objective Statement #3, Item #008, 039-040 tested in week 36 of next year.
  
    Draw Conclusion: Passage
The learner will be able to draw logical and supported conclusions from passages.
Strand Bloom's Scope Hours Source
Draw Conclusion Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, Objective Statement #4, Item #006, 019 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 15, 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 15, Objective Statement #5 tested in week 36 of next year.
  
    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 15, Objective Statement #3, Item #044 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 15, 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 15, 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 15, Item #002 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 15, Item #002 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 Terra Nova, Multiple Assessments, 1997, Level 15, 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, Fourth 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 15, Objective Statement #5 tested in week 36 of next year.
  
    Compare/Contrast: Reading Materials
The learner will be able to compare and contrast reading materials.
Strand Bloom's Scope Hours Source
Compare/Contrast Application Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 15, Item #020 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 15, 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 15, Objective Statement #4, Item #026, 037, 063 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 15, 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 15, 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 15, Item #035 tested in week 36 of next year.
  
    Support: Examine
The learner will be able to examine the adequacy of support in reading materials.
Strand Bloom's Scope Hours Source
Support Analysis Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 15, Item #036 tested in week 36 of next year.
  
    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 15, 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 15, Objective Statement #2 tested in week 36 of next year.
  
    Sequence: Time/Identify
The learner will be able to identify the time structure of a reading passage.
Strand Bloom's Scope Hours Source
Sequence Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    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, Fourth 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 15, Objective Statement #5 tested in week 36 of next year.
  
    Structure: Style/Identify
The learner will be able to identify the style structure of a passage.
Strand Bloom's Scope Hours Source
Structure Knowledge Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    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 15, Objective Statement #5 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 15, Item #001, 017 tested in week 36 of next year.
  
    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 15, 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 15, Item #061 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 15, 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 15, 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 15, 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 15, 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 15, 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 15, 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 15, Objective Statement #5, Item #018, 021, 062 tested in week 36 of next year.
  

Speaking
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.

    Persuasion: Devices/Utilize
The learner will be able to communicate a point of view utilizing persuasive devices (powerful examples, language, tone of voice, and sequencing events), and body language.
Strand Bloom's Scope Hours Source
Persuasion Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    General: Guidelines/Follow
The learner will be able to orally present a report, speech, poem, or story which follows the guidelines set by the class/teacher for an appropriate presentation.
Strand Bloom's Scope Hours Source
Presentation: General Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Group: Member/Participate
The learner will be able to participate as an active member of a group preparing a presentation. The presentation should be appropriate for its purpose, the audience, and topic, and should incorporate audio/visual aids.
Strand Bloom's Scope Hours Source
Presentation: Group Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth 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 edit for correct spelling by transferring a knowledge of prefixes, suffixes, and their definitions to the spelling of words.
Strand Bloom's Scope Hours Source
Editing Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth Grade
  
    Root Words: Building
The learner will be able to correctly spell words where an affix may or may not change the spelling of the root word.
Strand Bloom's Scope Hours Source
Affix Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Homophones
The learner will be able to review sentences for the appropriate use and correct spelling of homophones.
Strand Bloom's Scope Hours Source
Homophone Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth 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, Fourth Grade
  
    Suffix: Spell
The learner will be able to correctly spell words which have a suffix.
Strand Bloom's Scope Hours Source
Suffix Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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: Management
The learner will be able to work in a group and/or alone to decide on a research topic, develop a plan of action for completing the research, create a timeline for the project which includes each step of the research and presentation process, utilize resources such as encyclopedias, dictionaries, film, tape, experts, and technology, formulate a thesis statement, outline details, and prepare a presentation.
Strand Bloom's Scope Hours Source
Research Project Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Research Skills: Evaluating Resources
The learner will be able to evaluate the usefulness of a resource book (to a given research project) by quickly skimming, reading a chapter title, index, title page, table of contents, glossary, paragraph headings, and visual aids.
Strand Bloom's Scope Hours Source
Resource: Evaluating Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Dictionary: Identify/Locate Information
The learner will be able to identify the kinds of information a dictionary contains and locate information in a dictionary.
Strand Bloom's Scope Hours Source
Dictionary Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Outline: Titles
The learner will be able to use organizational skills to complete an outline and choose the most appropriate title for a given outline.
Strand Bloom's Scope Hours Source
Outline Application Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Encyclopedia: Locate Information
The learner will be able to locate information in an encyclopedia.
Strand Bloom's Scope Hours Source
Encyclopedia Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Diagrams: Keys
The learner will be able to use a diagram and its accompanying keys.
Strand Bloom's Scope Hours Source
Diagram Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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.

    Analogy
The learner will be able to generate analogies which encompass the multiple levels of meaning and connotations of words.
Strand Bloom's Scope Hours Source
Analogy Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Context: Analysis
The learner will be able to draw logical conclusions about the meaning of words when they are presented within the context of a passage and utilize structural clues (affixes, base words, comparatives, superlatives, irregular verbs, pronouns and their referents, synonyms, and antonyms) to define unknown words.
Strand Bloom's Scope Hours Source
Context Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Word Choice: Poems
The learner will be able to demonstrate a large vocabulary and the ability to use multiple-meaning words precisely by writing cinquains, haikus, diamantes, and acrostics.
Strand Bloom's Scope Hours Source
Word Choice Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth Grade
  
    Context: Technical
The learner will be able to determine the meaning of unfamiliar technical terms by analyzing the context (a paragraph or more) in which the words are used.
Strand Bloom's Scope Hours Source
Context Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Relationship
The learner will be able to determine the meaning of a word through its relationship to another word.
Strand Bloom's Scope Hours Source
Relationship Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 Terra Nova, Multiple Assessments, 1997, Level 15, 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 15, Item #009, 022, 024, 042 tested in week 36 of next year.
  

Writing
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).

    Essay: Thematic
The learner will be able to write a response to a literary topic which includes a clear thesis statement, an effective introduction, paragraphs which provide supporting details, elaboration, and examples, and a strong conclusion which ties the ideas and concepts presented in the essay together. The essay should follow a logical and consistent organizational pattern, utilize punctuation, grammar, literary devices, rich word choices, and a variety of sentence constructions to add emphasis and strength to key points, and reflect a style and voice appropriate for a given audience, purpose, and subject matter.
Strand Bloom's Scope Hours Source
Essay/Composition Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Writing as a Process: Expository
The learner will be able to demonstrate the writing process (prewriting, drafting, revising, rewriting, editing, publishing) to create an expository piece.
Strand Bloom's Scope Hours Source
Writing as a Process Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Edit: Language Conventions
The learner will be able to proofread sentences for punctuation errors and complete sentences using correct punctuation and capitalization.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, Objective Statement #9 tested in week 36 of next year.
  
    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 15, Objective Statement #9 tested in week 36 of next year.
  
    Edit: Usage/Mechanics
The learner will be able to edit final drafts of writing for correct use of the following conventions: pronouns, singular or plural nouns, subject-verb agreement, singular possessives, punctuation, and spelling.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Revise: Content
The learner will be able to revise writing in terms of content, style, voice, selection and sequence of ideas, and sentence structure (declarative, interrogatory, imperative, exclamatory). The student should show a willingness to be flexible, open to changes in drafts, and should view writing as a continuous process.
Strand Bloom's Scope Hours Source
Revising: Content Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Style: Selecting
The learner will be able to choose an appropriate writing style (expository, persuasive, narrative, or expressive) for a given purpose.
Strand Bloom's Scope Hours Source
Style Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Topic Sentence: Create/Edit
The learner will be able to create and edit a topic sentence which develops the topic of a given paragraph.
Strand Bloom's Scope Hours Source
Paragraph Content: Topic Sentence Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Collection: Compile
The learner will be able to compile a portfolio of writing samples which includes writing from different content areas, short stories, reports, and poems with drafts from each stage of the writing process. The portfolio should also include an explanation of why the pieces were selected, a self-evaluation of progress made in writing, and a judgment statement on whether goals set by teacher and/or student were met.
Strand Bloom's Scope Hours Source
Portfolios: Collection Master The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, 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 15, Item #034, 037, 060, 063 tested in week 36 of next year.
  
    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 15, Objective Statement #8 tested in week 36 of next year.
  
    Narrative: Events/Sequence
The learner will be able to write a narrative which describes events in sequential order.
Strand Bloom's Scope Hours Source
Narrative Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    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 15, Objective Statement #8 tested in week 36 of next year.
  
    Research Paper: Development
The learner will be able to understand the development of a research paper.
Strand Bloom's Scope Hours Source
Research Paper Synthesis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Descriptive: Object/Idea
The learner will be able to write to describe the qualities of an object or an idea.
Strand Bloom's Scope Hours Source
Descriptive Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    Main Idea/Supporting Details
The learner will be able to write a composition which includes a main idea and supporting details.
Strand Bloom's Scope Hours Source
Main Idea Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    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 15, Objective Statement #8, Item #045, 055 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 15, 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 15, 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 15, 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 15, Objective Statement #9 tested in week 36 of next year.
  
    Edit: Paragraph Coherence
The learner will be able to edit a paragraph for cohesiveness, theme, and sequence of ideas.
Strand Bloom's Scope Hours Source
Editing: Content Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth Grade
  
    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 15, Objective Statement #8, Item #016, 051, 057 tested in week 36 of next year.
  
    Conventions: Spacing Between Words
The learner will be able to include a space between written words.
Strand Bloom's Scope Hours Source
Emergent Writing: Conventions Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade
  
    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 15, 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 15, 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 15, 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 15, Item #010-011, 013, 031, 033, 054 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 15, Objective Statement #8 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 15, Objective Statement #8, Item #027, 029-030, 059 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 15, 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 15, Objective Statement #8 tested in week 36 of next year.
  

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