Saint Odilo Catholic School
Saint Odilo Curriculum 2005-06

Language Arts - Grade 5

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 5

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 opinions to others through speaking, writing, and drawings.


Genres

    Informational Sources: Synthesizing
The learner will be able to make connections among sources, authors, and daily experiences by synthesizing information read in three entries of a particular resource (newspapers, magazines, books) and judging the information on specific criteria (set by teacher and/or student) such as the value of the information, how well the authors of the sources made and substantiated their points, etc.
Strand Bloom's Scope Hours Source
Informational Text Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Narrative Patterns: Applying
The learner will be able to recognize and apply narrative patterns.
Strand Bloom's Scope Hours Source
Narrative Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #4 tested in week 36 of next year.
  
    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 16, Objective Statement #4 tested in week 36 of next year.
  
    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 16, Objective Statement #4 tested in week 36 of next year.
  
    Comprehend: Differences
The learner will be able to understand the differences of various genres.
Strand Bloom's Scope Hours Source
Genre: Comprehend/Understand Comprehension Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 16, Item #024 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 16, 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 16, 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 16, 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 16, Item #008 tested in week 36 of next year.
  
    Sentence Structure: Recognize Errors
The learner will be able to recognize and correct errors in sentence structure.
Strand Bloom's Scope Hours Source
Sentence Structure Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 16, Item #021 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 16, 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 16, 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 16, Item #008 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 16, Item #008 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 16, Item #007, 039, 052 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 16, Objective Statement #7 tested in week 36 of next year.
  
    Sentence Combining: Multiple Sentences
The learner will be able to combine a series of sentences by adding a phrase or clause, using conjunctions for smooth transitions, and using compound predicates, subjects, and objects.
Strand Bloom's Scope Hours Source
Sentence Structure/Combine Sentences Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    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, Fifth 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, Fifth 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, Fifth 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, Fifth Grade
  
    Conjunction: Use
The learner will be able to correctly use conjunctions in a sentence.
Strand Bloom's Scope Hours Source
Conjunction Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #7 tested in week 36 of next year.
  
    Capitalization: Complete Sentence
The learner will be able to apply knowledge of capitalization rules by identifying the correct capitalization required to complete a given sentence.
Strand Bloom's Scope Hours Source
Capitalization: Applications Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth Grade
  
    Punctuation: Use
The learner will be able to use periods (in abbreviations and at the end of sentences), question marks, exclamation marks, commas (in letter openings/closings, dates, between cities and states, and with direct quotes), and apostrophes (possessives and contractions).
Strand Bloom's Scope Hours Source
Punctuation Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #7 tested in week 36 of next year.
  

Listening
This unit includes identifying and distinguishing between sounds and patterns in sounds, and constructing meaning from information delivered verbally.

    Summary: Summarize/Respond
The learner will be able to summarize oral presentations given by others, and respond appropriately to another by paraphrasing their point of view and providing counterpoints.
Strand Bloom's Scope Hours Source
Summary Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Speech: Content/Critique
The learner will be able to critique a speaker for speech content (ideas selected for speech, organization of ideas, facts and opinions given as support, appropriateness of topic for given audience).
Strand Bloom's Scope Hours Source
Speech Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Questions: Clarify/Analyze/Synthesize
The learner will be able to formulate questions which require a speaker to clarify meaning, analyze, and synthesize information.
Strand Bloom's Scope Hours Source
Questions Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Draw Conclusion: Underlying Relationship
The learner will be able to draw a conclusion from underlying relationships.
Strand Bloom's Scope Hours Source
Draw Conclusion Evaluation Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Detail: Relevant/Irrelevant/Distinguish
The learner will be able to distinguish between relevant and irrelevant details in an orally read passage.
Strand Bloom's Scope Hours Source
Detail Evaluation Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Main Idea: Identify
The learner will be able to identify the main idea in an orally read passage.
Strand Bloom's Scope Hours Source
Main Idea Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Informational Concept: Basic
The learner will be able to understand basic informational concepts.
Strand Bloom's Scope Hours Source
Informational Concept Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Inference: Orally Read Passage
The learner will be able to make inferences from an orally read passage.
Strand Bloom's Scope Hours Source
Inference Analysis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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).

    Story Elements: Response
The learner will be able to read a grade level appropriate story and demonstrate comprehension of the story by taking one element (a character, the setting, a theme) and writing an original story which develops and elaborates on the element by placing it in a new scenario. (e.g., Write an original story which captures the themes of maturity, personal growth, rites of passage, and becoming an adult from a young adult literary selection.) The student must identify the element, explore it, and capture it in an original piece. The student should also write a reflection piece which explains why specific creative decisions were made in writing the original story.
Strand Bloom's Scope Hours Source
Story Elements Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Story Elements: Revising
The learner will be able to add new details, characters, or a new ending, to a short story. The additions should reflect a familiarity with the story and be consistent with the story in some way (style, theme, etc.).
Strand Bloom's Scope Hours Source
Story Elements Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Strategies: Self-Checking
The learner will be able to develop methods for self-checking comprehension (rereading, self-questioning, skimming, responding in writing, summarizing, listing events in sequential order, separating causes/effects and facts/opinions, and thinking about the logical next steps, words, events of a story).
Strand Bloom's Scope Hours Source
Reading Strategies Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Relationship
The learner will be able to analyze and discuss cause and effect, fact and opinion, propaganda, and assumptions in literature, in small group settings, and in written responses.
Strand Bloom's Scope Hours Source
Relationship Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Response: Judging
The learner will be able to read and interpret selections of fiction and nonfiction, and be able to make inferences, draw conclusions, and judge the selections on a given set of criteria.
Strand Bloom's Scope Hours Source
Reading Responses: Critical Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Obj. Statement #2-3, Item #11,23,32,34,47,55,62 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 16, Item #015, 031, 058, 066 tested in week 36 of next year.
  
    Construct Meaning: Clues
The learner will be able to consider book titles, chapter titles, illustrations, and prior exposure (to topics, genres, authors, time periods, etc.) as clues to constructing meaning.
Strand Bloom's Scope Hours Source
Constructing Meaning: Strategies Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    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, Fifth Grade
  
    Response: Short Paper
The learner will be able to write a brief response to a short passage which addresses the necessary points and details and shows an understanding of the passage.
Strand Bloom's Scope Hours Source
Reading Responses: Composing Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Item #013, 025, 063 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 16, Objective Statement #5 tested in week 36 of next year.
  
    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 16, 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 16, Item #048 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 16, Objective Statement #3 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 16, Item #001, 065 tested in week 36 of next year.
  
    Main Idea: Implied
The learner will be able to identify the implied main idea of a given passage.
Strand Bloom's Scope Hours Source
Main Idea Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #3, Item #033, 035-036, 050 tested in week 36 of next year.
  
    Predict Outcome: Nonfiction
The learner will be able to demonstrate the ability to predict the outcome of a given nonfiction passage (using details from the text to justify an outcome).
Strand Bloom's Scope Hours Source
Predicting Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #4 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 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade; Terra Nova, Multiple Assessments, 1997, Level 16, Objective Statement #4, Item #22, 037 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 16, Objective Statement #5 tested in week 36 of next year.
  
    Summary: Passage Elements
The learner will be able to read a given passage, and summarize the main ideas, facts, and details of the passage.
Strand Bloom's Scope Hours Source
Summary Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #3, 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 16, 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 16, 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 16, Item #004, 029 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 16, Item #004, 029 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 16, Objective Statement #3 tested in week 36 of next year.
  
    Passage Elements: Contrast
The learner will be able to find contrasts with passage elements.
Strand Bloom's Scope Hours Source
Story Elements Evaluation Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, 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 16, Item #030 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 16, 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 16, Objective Statement #4, Item #015, 031, 058, 066 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 16, Objective Statement #4 tested in week 36 of next year.
  
    Sources of Text
The learner will be able to determine the source of a piece of text.
Strand Bloom's Scope Hours Source
Source Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    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 16, 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 16, Item #014 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 16, 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 16, 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, Fifth 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 16, Item #003 tested in week 36 of next year.
  
    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 16, Objective Statement #5, Item #049 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 16, Objective Statement #5, Item #061 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 16, 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 16, Item #057 tested in week 36 of next year.
  
    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 16, Item #002, 009, 012 tested in week 36 of next year.
  
    Techniques: Discern/Reading Materials
The learner will be able to discern persuasive techniques used in reading materials.
Strand Bloom's Scope Hours Source
Persuasive: Techniques Analysis Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 16, Item #064 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 16, 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 16, 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 16, 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 16, 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 16, 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 16, 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 16, Objective Statement #5, Item #056 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.

    Informative: Panel/Speech/Interview
The learner will be able to present information to a group in a panel, speech, interview, or dramatization format using body language, eye contact, effective word choices and sentence construction, voice modulation, timing, and precise pronunciation to communicate.
Strand Bloom's Scope Hours Source
Presentation: Informative Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth Grade
  

Spelling
This unit includes studying language and word structure 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 spelling using context clues, affixes, base words, and other spelling patterns, and make connections between word etymology, spelling, and meaning.
Strand Bloom's Scope Hours Source
Editing Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth Grade
  
    Vowels: Substitutions
The learner will be able to correctly substitute vowel digraphs for diphthong sounds.
Strand Bloom's Scope Hours Source
Vowel Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Vowels: Diphthongs
The learner will be able to correctly use and spell diphthongs.
Strand Bloom's Scope Hours Source
Vowel Comprehension Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth 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, Fifth 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, Fifth Grade
  
    Sound/Letter: Multiple Representations
The learner will be able to correctly spell words whose sounds have multiple letter representations (graphemes).
Strand Bloom's Scope Hours Source
Multiple Letter Representation Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth 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, Fifth 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, Fifth 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, as an actively participating member, to decide on a research topic, plan the project, set goals, make timelines for completing the project on time, develop a thesis statement, collect, compile, and synthesize information from a variety of sources, prepare a group presentation to inform others on the topic, and participate in the presentation using visual/audio aids.
Strand Bloom's Scope Hours Source
Research Project Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Dictionary: Entry
The learner will be able to find specific dictionary entries and details of dictionary entries: pronunciation of a specific letter in a given word, parts of speech, correct use of a word, and the number of syllables in a word.
Strand Bloom's Scope Hours Source
Dictionary Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Index: Locate Information
The learner will be able to locate page numbers for specific topics when given an index.
Strand Bloom's Scope Hours Source
Index Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth Grade
  
    Stimuli: Dual/Synthesize
The learner will be able to synthesize information in dual stimuli, such as information presented in both text and graphs.
Strand Bloom's Scope Hours Source
Stimuli Synthesis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Card Catalog
The learner will be able to use a card catalog to identify parts of a book (such as the author, topic, title, total pages, publisher, location of publisher, and information about the author).
Strand Bloom's Scope Hours Source
Card Catalog Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Diagrams: Analyze
The learner will be able to analyze a diagram.
Strand Bloom's Scope Hours Source
Diagram Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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.

    Vocabulary: Substitution
The learner will be able to read a passage from a grade level appropriate book, and make word substitutions, using synonyms and figures of speech, which accomplish a predetermined purpose (changing the mood of the passage, altering the passage to make it appropriate for a different audience, utilizing words which have connotations beyond a dictionary definition, and adding new information).
Strand Bloom's Scope Hours Source
Vocabulary Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Word Choice: Poems
The learner will be able to select vivid, precise, and interesting words to write haikus, cinquains, diamantes, limericks, and formula poems with consistent themes.
Strand Bloom's Scope Hours Source
Word Choice Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Connotation: Describe
The learner will be able to study words, their multiple definitions and layers of meaning, and describe the connotations of specific words.
Strand Bloom's Scope Hours Source
Connotation Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Compound Word: Define
The learner will be able to define compound words in a sentence.
Strand Bloom's Scope Hours Source
Compound Word Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Analogy: Create/Interpret
The learner will be able to create and interpret analogies.
Strand Bloom's Scope Hours Source
Analogy Analysis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth 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, Fifth 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, Fifth 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 16, 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 16, Item #006, 010, 051 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).

    Strategies
The learner will be able to execute writing strategies (compare/contrast, cause/effect, examples, case studies, elaboration, evidence, definition, sentence construction, organization of ideas, descriptive language, voice, and classification) with control and purpose in writing for pleasure, in content areas, and to communicate ideas and opinions to members of the community.
Strand Bloom's Scope Hours Source
Writing Strategies Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Expository: Audience
The learner will be able to write pieces which inform a given audience, and include logically organized and relevant ideas.
Strand Bloom's Scope Hours Source
Expository Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Descriptive: Character Letter
The learner will be able to apply knowledge of a historical character and writing skills to create a one page letter which explains a modern invention to the character. The description should be appropriate for the historical character's educational background, age, time period, experiences, and tied in some way to the character's interests. The modern invention must be explained in clear, precise, and vivid terms. The pros, cons, functions, and appearance of the invention should be included. Each stage of the writing process (prewriting, drafting, revising, rewriting, editing, and publishing) should be self-evaluated, or evaluated by peers, parents, or teachers.
Strand Bloom's Scope Hours Source
Descriptive Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #9 tested in week 36 of next year.
  
    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, Fifth 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 16, 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 application of the following English language conventions: pronouns and their references, subject-verb agreement, irregular verbs, verb tenses, plural possessives, capitalization, punctuation (commas between cities/states, dates, after yes or no responses, after introductory phrases, and after nouns of direct address), and spelling.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth Grade
  
    Collection: Compile/Different Areas
The learner will be able to compile a portfolio of writing samples which includes writing from different content areas, reports, short stories, persuasive, and expository pieces, and poems with drafts from each stage of the writing process. The writing should reflect the writer's growth in such areas as writing strategies, vocabulary, language conventions, and interests throughout a month, semester, or year. The portfolio should also include an explanation of why the pieces were selected, a self-evaluation of progress, 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, Fifth 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 16, 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 16, Item #028, 031, 060, 065, 066 tested in week 36 of next year.
  
    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 16, Item #044-046 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 16, Objective Statement #8 tested in week 36 of next year.
  
    Persuasive: Strategies
The learner will be able to write to persuade a given audience on a given topic utilizing word choices, language expressions, examples, metaphors, and other persuasion techniques.
Strand Bloom's Scope Hours Source
Persuasive Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Item #026 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 16, Objective Statement #8 tested in week 36 of next year.
  
    Sequence: Sentence Variety
The learner will be able to logically order a series of simple, compound, and complex sentences.
Strand Bloom's Scope Hours Source
Sequence Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    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, Fifth Grade
  
    Main Idea: Details/Subtopics
The learner will be able to write a composition which includes a main idea, subtopics, and supporting details.
Strand Bloom's Scope Hours Source
Main Idea Evaluation Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #8, Item #020, 027, 041 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 16, 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 16, Objective Statement #9 tested in week 36 of next year.
  
    Edit: Proofreading
The learner will be able to identify the word that is spelled incorrectly in a given sentence.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Knowledge Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    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 16, 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 16, 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, Fifth Grade
  
    Expressive: Feelings
The learner will be able to write to express feelings and emotions.
Strand Bloom's Scope Hours Source
Expressive Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #8, Item #043 tested in week 36 of next year.
  
    Conventions: Margins
The learner will be able to write legibly within margins.
Strand Bloom's Scope Hours Source
Emergent Writing: Conventions Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade
  
    Transition: Edit
The learner will be able to identify the best transition for a given sentence.
Strand Bloom's Scope Hours Source
Transition Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 16, Item #016 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 16, 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 16, 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 16, 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 16, Item #017-019, 038, 040, 042 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 16, Objective Statement #8, Item #053-054, 059 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 16, Objective Statement #8, Item #005 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 16, 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 16, Objective Statement #8 tested in week 36 of next year.
  

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