Saint Odilo Catholic School
Saint Odilo Curriculum 2005-06

Language Arts - Grade 6

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 6

The Illinois Learning Standards for English Language Arts provides goals and standards at the Late Elementary level. 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
STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.

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

As a result of their schooling students will be able to:
A. Understand how literary elements and techniques are used to convey meaning.
    2.A.2a Identify literary elements and literary techniques (e.g., characterization, use of narration, use of dialogue) in a variety of literary works.
    2.A.2b Describe how literary elements (e.g., theme, character, setting, plot, tone, conflict) are used in literature to create meaning.
    2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms).

B. Read and interpret a variety of literary works.
    2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts.
    2.B.2b Identify and explain themes that have been explored in literature from different societies and eras.
    2.B.2c Relate literary works and their characters, settings and plots to current and historical events, people and perspectives. This unit includes identifying and comparing key characteristics of literary 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, Sixth Grade
  
    Author Intention: Analyze
The learner will be able to begin to distinguish between the story and the author's intentions and methods for telling the story.
Strand Bloom's Scope Hours Source
Author: Intentions Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Sample: Genres
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Genre Master IL: Learning Standards, July 1997, Later Elementary
  
    Comprehend: Fiction/Nonfiction
The learner will be able to demonstrate comprehension of nonfiction and fiction literary genres (fables, folktales, legends, biographies, autobiographies, poetry, short stories, novels, myths), and characteristics of each genre, by writing a compare/contrast essay which discusses two genres and sample literature from each of the two genres. This essay should include a thesis, support, elaboration on the elements of each piece of sample literature which makes them representative of the genre, and be three or more paragraphs in length.
Strand Bloom's Scope Hours Source
Genre: Comprehend/Understand Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, 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 17, Objective Statement #4, Item #008, 039, 047 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 17, Objective Statement #4 tested in week 36 of next year.
  
    Nonfiction: Understand
The learner will be able to read and understand nonfiction reading materials.
Strand Bloom's Scope Hours Source
Nonfiction Comprehension Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item #036, 043 tested in week 36 of next year.
  

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

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

As a result of their schooling students will be able to:
A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
    5.A.2a Formulate questions and construct a basic research plan.
    5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs).
B. Analyze and evaluate information acquired from various sources.
    5.B.2a Determine the accuracy, currency and reliability of materials from various sources.
    5.B.2b Cite sources used.
C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
    5.C.2a Create a variety of print and nonprint documents to communicate acquired information for specific audiences and purposes.
    5.C.2b Prepare and deliver oral presentations based on inquiry or research. This unit includes using reading, writing, listening, speaking, and viewing processes to make connections among concepts addressed across the curriculum.

    Language Processes: Across Curriculum
The learner will be able to use reading, writing, listening, speaking, and viewing processes to make connections among concepts addressed in science, social studies, math, and language arts content areas, and to communicate such connections to others.
Strand Bloom's Scope Hours Source
Language Applications: General Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Sample: Language Arts Processes
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Language Processes: Usage Master IL: Learning Standards, July 1997, Later Elementary
  

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

    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 17, Objective Statement #9 tested in week 36 of next year.
  
    Verb Tense: Complete/Edit
The learner will be able to complete and/or edit a given sentence with the correct verb tense (including the present, past, future, present perfect, past perfect, future perfect, and present perfect progressive).
Strand Bloom's Scope Hours Source
Verb Tense Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Subject-Verb: Agreement
The learner will be able to use correct subject-verb agreement.
Strand Bloom's Scope Hours Source
Subject-Verb Agreement Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Objective Statement #7 tested in week 36 of next year.
  
    Subject-Verb: Complete/Edit Sentence
The learner will be able to complete and/or edit a given sentence with the correct singular or plural form of the given verb (including present, present progressive, and past progressive).
Strand Bloom's Scope Hours Source
Subject-Verb Agreement Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Pronoun: Case/Edit
The learner will be able to edit written works for correct use of pronouns.
Strand Bloom's Scope Hours Source
Pronoun Comprehension Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, 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 17, Item #024, 028 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 17, Item #015 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 17, 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 17, 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 17, Item #024, 028 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 17, Item #024, 028 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 17, Item #014, 017, 022-023, 027, 040 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 17, 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, Sixth 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, Sixth Grade
  
    Simile: Use
The learner will be able to show how similes are used in comparisons.
Strand Bloom's Scope Hours Source
Metaphor/Simile Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Metaphor: Use
The learner will be able to show how metaphors are used in comparisons.
Strand Bloom's Scope Hours Source
Metaphor/Simile Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Edit: Context
The learner will be able to edit a series of sentences for errors such as double negatives, verb forms, subject-verb agreement, redundancies, conciseness, and clarity.
Strand Bloom's Scope Hours Source
Sentence Structure: Edit Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, Objective Statement #7 tested in week 36 of next year.
  
    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, Sixth Grade
  
    Comma: Use
The learner will be able to use commas to separate a city and state in an address, follow a greeting in an informal letter, list items, punctuate a direct quote, and in dates.
Strand Bloom's Scope Hours Source
Comma Application Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Colon: Edit
The learner will be able to edit sentences for the correct use of colons.
Strand Bloom's Scope Hours Source
Colon Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Apostrophe/Hyphen: Identify
The learner will be able to identify the correct use of apostrophes and hyphens.
Strand Bloom's Scope Hours Source
Apostrophe/Hyphen/Dash Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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, Sixth 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 17, Objective Statement #7 tested in week 36 of next year.
  

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

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

As a result of their schooling students will be able to:
A. Listen effectively in formal and informal situations.
    4.A.2a Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations.
    4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings.
    4.A.2c Restate and carry out a variety of oral instructions. 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, Sixth 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, Sixth Grade
  
    Sample: Listening
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Listening Processes Master IL: Learning Standards, July 1997, Later Elementary
  
    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, Sixth Grade
  

Media

    Advertisement: Sale
The learner will be able to find information displayed in a sales advertisement.
Strand Bloom's Scope Hours Source
Advertisement Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  

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

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

As a result of their schooling students will be able to:
A. Apply word analysis and vocabulary skills to comprehend selections.
    1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations.
    1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses.

B. Apply reading strategies to improve understanding and fluency.
    1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas.
    1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension.
    1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information).
    1.B.2d Read age-appropriate material aloud with fluency and accuracy.
    
C. Comprehend a broad range of reading materials.
    1.C.2a Use information to form and refine questions and predictions.
    1.C.2b Make and support inferences and form interpretations about main themes and topics.
    1.C.2c Compare and contrast the content and organization of selections.
    1.C.2d Summarize and make generalizations from content and relate to purpose of material.
    1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor).
    1.C.2f Connect information presented in tables, maps and charts to printed or electronic text.


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).

    Propaganda: Analyze
The learner will be able to recognize propaganda, various propaganda forms and strategies, and analyze the motivations behind specific acts of propaganda (in politics, advertising, history).
Strand Bloom's Scope Hours Source
Persuasive Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Story Elements: Graphics/Writing
The learner will be able to create written responses and graphics which convey an understanding of themes, characterization, plots, foreshadowing, flashbacks, irony, metaphors, similes, and various techniques authors use to catalyze action and move the story forward.
Strand Bloom's Scope Hours Source
Story Elements Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Strategies: Interpreting
The learner will be able to apply reading strategies (monitoring own reading, rereading, self-questioning, skimming, responding in writing, summarizing, listing events in sequential order, separating causes/effects and facts/opinions) to interpret literature.
Strand Bloom's Scope Hours Source
Reading Strategies Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Sample: Reading Operations
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Reading Purposes Master IL: Learning Standards, July 1997, Later Elementary
  
    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, Sixth 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 17, Objective Statement #2-3, Item #037-038, 048-049 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 17, Item #033, 054, 063 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, Sixth Grade
  
    Response Logs
The learner will be able to maintain a reading response log which includes details from literary selections, and personal (emotional and intellectual) reactions to these details. The entries should demonstrate how the student relates universal themes in literature to daily life, and strategies the student uses to understand characters. The log might also include entries written after a class discussion on a literary selection. Such a log should be referred to by the student as a measure of the student's growth in literary analysis, and for ideas on more formal writing styles and topics for group discussions.
Strand Bloom's Scope Hours Source
Reading Responses: Logs Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Response: Visual Images
The learner will be able to create murals, models, and other visual images which represent the synthesis of details and themes from a variety of literary selections.
Strand Bloom's Scope Hours Source
Reading Responses: Composing Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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, Sixth 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 17, Objective Statement #5 tested in week 36 of next year.
  
    Information: Make/Visual Aids
The learner will be able to make a Venn diagram, graph, table, flowchart, and other visual aids which organize information presented in a nonfiction piece. Such visual aids should reflect the main ideas, relevant supporting details, and the way such main ideas and supporting details are connected in the overall message of the nonfiction piece.
Strand Bloom's Scope Hours Source
Organization: Information Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, 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 17, Item #044, 055 tested in week 36 of next year.
  
    Analyze: Elements/Connection
The learner will be able to analyze the elements of a story (characters, setting, plot, mood, tone, climax, resolution) and how the elements are connected.
Strand Bloom's Scope Hours Source
Story Elements: Analyze Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, Objective Statement #3, Item #010, 042 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 17, Item #001, 046 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 17, Objective Statement #3, Item #009 tested in week 36 of next year.
  
    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 17, Objective Statement #4, Item #006, 052 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 17, Objective Statement #4 tested in week 36 of next year.
  
    Directions: Written
The learner will be able to understand and follow written instructions/directions.
Strand Bloom's Scope Hours Source
Directions Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Directions: Informative
The learner will be able to respond to written instructions in an informational story.
Strand Bloom's Scope Hours Source
Directions Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Directions: Diagram
The learner will be able to draw conclusions about information in a diagram.
Strand Bloom's Scope Hours Source
Directions Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    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 17, 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 17, Objective Statement #3, Item #001, 046 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 17, Objective Statement #3 tested in week 36 of next year.
  
    Inference: Extend
The learner will be able to extend inference beyond passage information.
Strand Bloom's Scope Hours Source
Inference Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    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 17, Objective Statement #2 tested in week 36 of next year.
  
    Story Elements: Organizational
The learner will be able to identify the main idea, events, and supporting details of passage.
Strand Bloom's Scope Hours Source
Story Elements Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    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 17, 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, Sixth Grade
  
    Compare: Passage Elements
The learner will be able to make comparisons between passage elements.
Strand Bloom's Scope Hours Source
Compare/Contrast Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, 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 17, Item #013 tested in week 36 of next year.
  
    Strategies: Vocabulary/Using
The learner will be able to use vocabulary to understand what is read.
Strand Bloom's Scope Hours Source
Reading Strategies Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item #002 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 17, 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 17, Objective Statement #4, Item #033, 054, 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 17, Objective Statement #4 tested in week 36 of next year.
  
    Setting: Identify
The learner will be able to identify story setting.
Strand Bloom's Scope Hours Source
Setting Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Plot: Identify
The learner will be able to identify the plot of a reading passage.
Strand Bloom's Scope Hours Source
Plot Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item #031 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 17, 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 17, Item #033, 051 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 17, Item #012 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 17, 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 17, Objective Statement #2 tested in week 36 of next year.
  
    Generalization: Passage
The learner will be able to make a generalization based on passage elements.
Strand Bloom's Scope Hours Source
Generalization Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, Objective Statement #5, Item #007, 045 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 17, Objective Statement #5, Item #005 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 17, Item #035, 041 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 17, 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 17, Item #033, 053 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 17, Item #003-004 tested in week 36 of next year.
  
    Written: Literal Questions
The learner will be able to write in response to literal questions from reading materials.
Strand Bloom's Scope Hours Source
Reading Responses: Written Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, 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 17, 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 17, 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 17, 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 17, 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 17, 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 17, Objective Statement #5, Item #050 tested in week 36 of next year.
  

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

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

As a result of their schooling students will be able to:
B. Speak effectively using language appropriate to the situation and audience.
    4.B.2a Present oral reports to an audience using correct language and nonverbal expressions for the intended purpose and message within a suggested organizational format.
    4.B.2b Use speaking skills and procedures to participate in group discussions.
    4.B.2c Identify methods to manage or overcome communication anxiety and apprehension (e.g., topic outlines, repetitive practice).
    4.B.2d Identify main verbal and nonverbal communication elements and strategies to maintain communications and to resolve conflict. 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.

    Directions: Organized
The learner will be able to give organized, properly sequenced, and cohesive directions orally.
Strand Bloom's Scope Hours Source
Directions Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Sample: Speaking
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Speaking Processes Master IL: Learning Standards, July 1997, Later Elementary
  
    Evaluator: Criteria/Write
The learner will be able to demonstrate an awareness of the elements to be considered when giving an oral presentation by writing a set of criteria to evaluate other presenters.
Strand Bloom's Scope Hours Source
Evaluator Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Strategies/Techniques: Oral Presentation
The learner will be able to deliver an oral report, tell a legend, folktale, story, or fable, give a mock news broadcast or a report, participate in an interview, dramatize an event, or read a poem before a group utilizing rich language, speech intonations, timing, gestures, eye contact, voice modulation, and precise pronunciation to emphasize key points and to communicate a message effectively.
Strand Bloom's Scope Hours Source
Communication Strategies/Techniques Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 text for misspelled words.
Strand Bloom's Scope Hours Source
Editing Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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, Sixth Grade
  
    Vowels: Long/Short
The learner will be able to use the correct spelling with both long and short sounds of vowels.
Strand Bloom's Scope Hours Source
Vowel Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Vowels: Digraphs with "r"
The learner will be able to correctly spell digraphs whose sound is controlled by the letter "r".
Strand Bloom's Scope Hours Source
Vowel Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Double Letters
The learner will be able to correctly spell words that have double letters.
Strand Bloom's Scope Hours Source
Double Letter Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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, Sixth Grade
  
    Schwa Sound
The learner will be able to correctly spell words which have a schwa sound.
Strand Bloom's Scope Hours Source
Schwa Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Silent Letters
The learner will be able to correctly spell words which have silent letters.
Strand Bloom's Scope Hours Source
Silent Letter Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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, Sixth 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
The learner will be able to formulate an investigative research project plan which details what will be investigated, when, and how, investigate a given topic using two or more resources, organize and synthesize the information from the sources, and write a paper or prepare a presentation which conveys the information in a cohesive manner.
Strand Bloom's Scope Hours Source
Research Project Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Research Skills: Investigating
The learner will be able to investigate topics of interest at the school library.
Strand Bloom's Scope Hours Source
Research Skills Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Dictionary: Entry
The learner will be able to read a dictionary entry and determine a word's syllabication, pronunciation, spelling, part of speech, use, origin, or definition.
Strand Bloom's Scope Hours Source
Dictionary Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Forms: Complete
The learner will be able to follow directions and complete a form, such as an order form.
Strand Bloom's Scope Hours Source
Form Application Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Reference Form: Understand
The learner will be able to determine which information is found in an atlas, thesaurus, almanac, index, bibliography, dictionary, timetable, and telephone directory.
Strand Bloom's Scope Hours Source
Reference Form Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Table: Comparison
The learner will be able to compare and analyze data displayed in a table.
Strand Bloom's Scope Hours Source
Table Analysis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 show comprehension of the English language by working on such application projects as creating analogies for words to demonstrate their multiple layers of meaning.
Strand Bloom's Scope Hours Source
Analogy Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Analyze: Structural Analysis
The learner will be able to analyze unfamiliar words by breaking down the structure of words (affixes, bases) and reading the context in which the words are presented.
Strand Bloom's Scope Hours Source
Vocabulary Strategies: Analyze Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Prefix: Identify
The learner will be able to identify the prefix in a given word.
Strand Bloom's Scope Hours Source
Prefix Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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, Sixth 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, Sixth 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, Sixth 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, Sixth 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, Sixth 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 17, 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 17, Item #011, 032 tested in week 36 of next year.
  

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

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

As a result of their schooling students will be able to:
A. Use correct grammar, spelling, punctuation, capitalization and structure.
    3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation.
B. Compose well-organized and coherent writing for specific purposes and audiences.
    3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting).
    3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience.
    3.B.2c Expand ideas by using modifiers, subordination and standard paragraph organization.
    3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.
C. Communicate ideas in writing to accomplish a variety of purposes.
    3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements).
    3.C.2b Produce and format compositions for specified audiences using available technology. 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: Style and Organization
The learner will be able to write narrative, expository, or persuasive essays which have a stated or implied thesis, exclude irrelevant details, include supporting details, examples, and vivid descriptions, follow a clear organizational pattern, and are eventually edited for grammar, punctuation, and spelling.
Strand Bloom's Scope Hours Source
Essay/Composition Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Sample: Writing
The learner will be able to This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
Strand Bloom's Scope Hours Source
Writing Processes Master IL: Learning Standards, July 1997, Later Elementary
  
    Edit: Language Conventions
The learner will be able to edit written works for subject-verb agreement, pronoun reference, punctuation, capitalization, and spelling.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Edit: Language Conventions
The learner will be able to proofread a given passage for punctuation, capitalization, interjections, quotes, endmarks, contractions, and proper nouns.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, Objective Statement #9 tested in week 36 of next year.
  
    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 17, Objective Statement #9 tested in week 36 of next year.
  
    Edit: Usage/Mechanics/Focus
The learner will be able to focus on the editing stage of the writing process by editing for sentence structure, punctuation, and figurative language to add power to a written message.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Collection: Compile
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, speeches, 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, Sixth Grade
  
    Presentation: Pieces/Select
The learner will be able to select pieces of writing from the original portfolio for a presentation portfolio which reflect a variety of writing styles in final draft (polished) form. Each piece should be accompanied by a written explanation detailing reasons for the presentation portfolio selections (the basis for selections).
Strand Bloom's Scope Hours Source
Portfolios: Presentation Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Word Choice: Overly Used/Substitute
The learner will be able to revise a piece of writing by substituting overly used verbs, nouns, and modifiers for vivid precise ones.
Strand Bloom's Scope Hours Source
Revising: Word Choice Master The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, 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 17, Item #033-034, 060, 064 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 17, Item #061-062 tested in week 36 of next year.
  
    Paragraph: Coherence/Create/Critique
The learner will be able to create and critique paragraphs for theme, sequence, and ideas.
Strand Bloom's Scope Hours Source
Paragraph Content Evaluation Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    Strategies: Variety
The learner will be able to utilize a variety of writing strategies.
Strand Bloom's Scope Hours Source
Writing Strategies Application Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 17, Item #064 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 17, Objective Statement #8 tested in week 36 of next year.
  
    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 17, Item #057 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 17, 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, Sixth Grade
  
    Research Paper: Organize
The learner will be able to organize the different parts of a research paper.
Strand Bloom's Scope Hours Source
Research Paper Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, Objective Statement #8, Item #021, 030, 056, 058 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 17, 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 17, 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, Sixth 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 17, 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 17, Objective Statement #9 tested in week 36 of next year.
  
    Support: Write Text
The learner will be able to write a supported text.
Strand Bloom's Scope Hours Source
Support Application Master 1.5 Terra Nova, Multiple Assessments, 1997, Level 17, Objective Statement #8, Item #016, 029 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 17, 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 17, 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 17, 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 17, Item #019-020, 025-026 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 17, Objective Statement #8, Item #018, 059 tested in week 36 of next year.
  
    Topic Sentence: Add/Develop
The learner will be able to add a topic sentence to a paragraph to introduce and develop the topic in an appropriate and relevant manner.
Strand Bloom's Scope Hours Source
Paragraph Content: Topic Sentence Synthesis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade
  
    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 17, Objective Statement #8 tested in week 36 of next year.
  
    Strategies: Outline/Understand
The learner will be able to understand how to use an outline as a prewriting strategy.
Strand Bloom's Scope Hours Source
Prewriting: Strategies Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 17, 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 17, Objective Statement #8 tested in week 36 of next year.
  

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