Saint Odilo Catholic School
Saint Odilo Curriculum 2005-06

Language Arts - Remedial Reading I

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.

Remedial Reading I

In this course students learn foundational reading, writing, listening, and speaking skills. Course work focuses on language mechanics, grammar, spelling, and skills needed for entrance into high school courses. Students engage in activities which require them to construct meaning from newspapers, periodicals, and resource materials, and to identify, approach, understand, and solve problems in real-world contexts.


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

    Author Style/Technique: Tone/Evaluate
The learner will be able to evaluate how an author's tone influences the text.
Strand Bloom's Scope Hours Source
Author: Style/Technique Evaluation Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 18, Item #039 tested in week 36 of next year.
  
    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 18, Objective Statement #4 tested in week 36 of next year.
  
    Informational
The learner will be able to read and understand an informational, nonfiction story.
Strand Bloom's Scope Hours Source
Informational Text Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #4, Item #035 tested in week 36 of next year.
  
    Short Story: Character/Analyze
The learner will be able to analyze a character depicted in a short story.
Strand Bloom's Scope Hours Source
Story/Short Story Analysis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Short Story: Construct Meaning
The learner will be able to construct meaning from a short story by interpreting details, the title, character motives and feelings, and by predicting outcomes.
Strand Bloom's Scope Hours Source
Story/Short Story Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Articles/Newspaper/Construct Meaning
The learner will be able to construct meaning from newspaper articles.
Strand Bloom's Scope Hours Source
News Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Articles: News
The learner will be able to read and understand a news article.
Strand Bloom's Scope Hours Source
News Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Review: Book
The learner will be able to read and understand a book review.
Strand Bloom's Scope Hours Source
Review Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Journal Entries
The learner will be able to read and understand a journal entry.
Strand Bloom's Scope Hours Source
Journal Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Technical
The learner will be able to read and understand a brief technical passage.
Strand Bloom's Scope Hours Source
Technical Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Textbook Excerpts: Construct Meaning
The learner will be able to construct meaning from textbook excerpts.
Strand Bloom's Scope Hours Source
Technical Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #4, Item #012 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 18, Item #048 tested in week 36 of next year.
  
    Magazine: Construct Meaning/Articles
The learner will be able to construct meaning from magazine articles.
Strand Bloom's Scope Hours Source
News: Magazine Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  

Language Arts Processes
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, Remedial Reading Intermediate Series
  

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: Plural/Possessive/Determine
The learner will be able to determine the correct form of a plural, possessive, or plural possessive noun for a sentence.
Strand Bloom's Scope Hours Source
Noun Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Noun: Identify Correct Form
The learner will be able to identify the correct form of a noun to be used in a given sentence.
Strand Bloom's Scope Hours Source
Noun Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, 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, Remedial Reading Intermediate Series
  
    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 18, 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, Remedial Reading Intermediate Series
  
    Adverb: Choose Word/Phrase
The learner will be able to choose the word or phrase with the correct adverb (including positive, comparative, and superlative forms) that best completes the sentence.
Strand Bloom's Scope Hours Source
Adverb Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, 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 18, Item #040, 058 tested in week 36 of next year.
  
    Sentence Structure: Grammar/Effective
The learner will be able to write grammatically correct, effective sentences.
Strand Bloom's Scope Hours Source
Sentence Structure Comprehension Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 18, 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 18, 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 18, Item #040, 058 tested in week 36 of next year.
  
    Run-On: Identify
The learner will be able to identify run-on sentences.
Strand Bloom's Scope Hours Source
Sentence Structure/Fragment/Run-On Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 18, Item #040, 058 tested in week 36 of next year.
  
    Sentence Combining
The learner will be able to combine multiple complete sentences into one complete sentence.
Strand Bloom's Scope Hours Source
Sentence Structure/Combine Sentences Application Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 18, Item #024, 029, 057 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 18, Objective Statement #7 tested in week 36 of next year.
  
    Sentence Combining: Three Sentences
The learner will be able to combine a series of three simple sentences into one correct sentence by adding a phrase or clause, compound predicates, compound subjects, or cumulative adjectives.
Strand Bloom's Scope Hours Source
Sentence Structure/Combine Sentences Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Adjective: Complete Sentence
The learner will be able to choose the word or phrase with the correct adjective (including positive, comparative, and superlative forms) that best completes the sentence.
Strand Bloom's Scope Hours Source
Adjective Knowledge Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  

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 18, 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, Remedial Reading Intermediate Series
  
    Comma: Edit
The learner will be able to edit sentences for the correct use of commas.
Strand Bloom's Scope Hours Source
Comma Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Colon/Semicolon: Use
The learner will be able to identify the correct use of a colon and semicolon.
Strand Bloom's Scope Hours Source
Colon Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Contraction: Use
The learner will be able to use contractions to construct clear and meaningful sentences.
Strand Bloom's Scope Hours Source
Contraction Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Punctuation: Proofread
The learner will be able to proofread a series of sentences for punctuation errors.
Strand Bloom's Scope Hours Source
Punctuation Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Mechanics: Punctuation/Meaning
The learner will be able to understand the connection between sentence punctuation and sentence meaning.
Strand Bloom's Scope Hours Source
Mechanics Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Semicolon: Use
The learner will be able to identify the correct use of a semicolon.
Strand Bloom's Scope Hours Source
Semicolon Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #7 tested in week 36 of next year.
  
    Capitalization: Word/Identify
The learner will be able to determine which word in a given sentence requires capitalization.
Strand Bloom's Scope Hours Source
Capitalization: Applications Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  

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

    Discussion: Group/Respond
The learner will be able to respond to others (in a group discussion) by paraphrasing the comments of others, asking poignant questions, and demonstrating patience while listening.
Strand Bloom's Scope Hours Source
Discussion Master The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Evaluating: Student/Teacher Criteria
The learner will be able to evaluate the oral presentations given by others on the basis of a set of student/teacher developed criteria (cohesive main idea, consistent organization of supporting ideas, and effective speaking style).
Strand Bloom's Scope Hours Source
Presentation: Evaluating Master The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Directions: Follow
The learner will be able to listen to and follow directions.
Strand Bloom's Scope Hours Source
Directions Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Restating: Information
The learner will be able to restate information delivered in an oral presentation.
Strand Bloom's Scope Hours Source
Paraphrasing/Restating Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Response: Appropriateness
The learner will be able to respond to speakers appropriately.
Strand Bloom's Scope Hours Source
Listening Responses Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  

Media

    Broadcast Journalism: Categories
The learner will be able to categorize types of broadcast news programming (editorials, human interest pieces, local news, national news, international news, weather, traffic, etc.).
Strand Bloom's Scope Hours Source
Broadcast Journalism Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Newspaper: Sections/Classify
The learner will be able to classify sections of the newspaper.
Strand Bloom's Scope Hours Source
Newspaper Sections Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Advertisement: Classified Ad
The learner will be able to identify the information shown in a given help wanted, for sale, or service advertisement.
Strand Bloom's Scope Hours Source
Advertisement Knowledge Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  

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).

    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #2-3, Item #036, 044 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 18, Item #018, 038, 062 tested in week 36 of next year.
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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 18, Item #055 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 18, 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 18, 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 18, Item #037 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, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #3, Item #002, 034, 063 tested in week 36 of next year.
  
    Cause/Effect: Recognize
The learner will be able to recognize and describe the differences between cause and effect.
Strand Bloom's Scope Hours Source
Cause/Effect Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Main Idea: Short Passage
The learner will be able to identify the main idea from a short passage.
Strand Bloom's Scope Hours Source
Main Idea Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series; Terra Nova, Multiple Assessments, 1997, Level 18, Item #041 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 18, Objective Statement #3, Item #005, 015, 045 tested in week 36 of next year.
  
    Predict Outcome: Short Passage
The learner will be able to predict possible outcomes from a short passage.
Strand Bloom's Scope Hours Source
Predicting Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #4, Item #006 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, Remedial Reading Intermediate Series; Terra Nova, Multiple Assessments, 1997, Level 18, 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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Character: Response/Predict
The learner will be able to predict character response.
Strand Bloom's Scope Hours Source
Character Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, 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, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #3, Item #041 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 18, 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, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #2 tested in week 36 of next year.
  
    Detail: Short Passage
The learner will be able to identify story detail from short passage.
Strand Bloom's Scope Hours Source
Detail Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Item #031-032 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 18, Item #031-032 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, Remedial Reading Intermediate Series
  
    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 18, 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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #5 tested in week 36 of next year.
  
    Point of View: Identify
The learner will be able to identify the point of view from which a passage was written.
Strand Bloom's Scope Hours Source
Point of View Analysis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Item #019-022, 054 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 18, 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 18, Objective Statement #4, Item #018, 038, 062 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 18, 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, Remedial Reading Intermediate Series
  
    Setting: Importance
The learner will be able to identify the importance of setting.
Strand Bloom's Scope Hours Source
Setting Analysis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Setting: Discuss
The learner will be able to discuss setting (time and place) and its effect on characters and story lines.
Strand Bloom's Scope Hours Source
Setting Analysis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Item #003-004 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 18, 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 18, Item #033 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 18, Item #047 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 18, 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 18, 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, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #5 tested in week 36 of next year.
  
    Structure: Increase Understanding
The learner will be able to use text structure to increase understanding of reading materials.
Strand Bloom's Scope Hours Source
Structure Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 18, Objective Statement #5 tested in week 36 of next year.
  
    Assumption: Recognizing
The learner will be able to recognize an assumption implicitly stated in a passage.
Strand Bloom's Scope Hours Source
Assumption Analysis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #4 tested in week 36 of next year.
  
    Feelings: Infer/Short Passage
The learner will be able to infer character feeling from a short passage.
Strand Bloom's Scope Hours Source
Character: Feelings Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Trait: Determine
The learner will be able to determine character description.
Strand Bloom's Scope Hours Source
Character: Trait Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Motive: Infer/Short Passage
The learner will be able to infer character motive from a short passage.
Strand Bloom's Scope Hours Source
Character: Motive Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Cues: Construct Meaning
The learner will be able to utilize a variety of cues to construct meaning from a reading selection (illustrations, titles, content).
Strand Bloom's Scope Hours Source
Constructing Meaning: Cues Analysis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Item #001, 013-014 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 18, 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 18, 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 18, 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 18, 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 18, 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 18, 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 18, Objective Statement #5, Item #017, 046, 052-053 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.

    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Discussion: Behaviors
The learner will be able to exhibit the following behaviors while involved in a group discussion: take turns, respect the ideas and opinions of others, and face speakers.
Strand Bloom's Scope Hours Source
Group Communication: Discussion Master The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Group: Self Expression
The learner will be able to express ideas and opinions to a peer group.
Strand Bloom's Scope Hours Source
Group Communication Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Group: Questions/Formulate
The learner will be able to formulate questions which require analytical thinking by group members.
Strand Bloom's Scope Hours Source
Group Communication Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Directions: Orally Give
The learner will be able to orally give directions.
Strand Bloom's Scope Hours Source
Directions Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  

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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Prefixes
The learner will be able to correctly spell words that have a prefix.
Strand Bloom's Scope Hours Source
Prefix Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  

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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Map: Read
The learner will be able to read a map using a key, identifying direction, and locating intersections.
Strand Bloom's Scope Hours Source
Map Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Map: Grid
The learner will be able to interpret maps by finding and describing the location of specific places on a map using both direct and grid directions and legends.
Strand Bloom's Scope Hours Source
Map Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Letter Writing: Envelope Format
The learner will be able to correctly place on an envelope the return address, stamp, and the street, city, state, and zip code of the mailing address.
Strand Bloom's Scope Hours Source
General Letter Writing Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Outline: Categorize
The learner will be able to organize information in outline form by categorizing items and functions.
Strand Bloom's Scope Hours Source
Outline Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Study Techniques
The learner will be able to develop study techniques to prepare for exams.
Strand Bloom's Scope Hours Source
Study Skills Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Testing: Formats
The learner will be able to be familiar with various testing formats, such as multiple choice, essay, fill in the blank, and matching.
Strand Bloom's Scope Hours Source
Testing Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Graphical Formats: Summarize
The learner will be able to summarize information presented in graphical form.
Strand Bloom's Scope Hours Source
Graphical Format Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Directions: Written Instructions
The learner will be able to read, understand, and follow written instructions.
Strand Bloom's Scope Hours Source
Directions Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Stimuli: Dual/Analyze
The learner will be able to analyze information presented in dual stimuli, such as information presented in both text and graphs.
Strand Bloom's Scope Hours Source
Stimuli Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Public Information: Text
The learner will be able to read and understand text that provides public information.
Strand Bloom's Scope Hours Source
Public Information Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Public Information: Synthesize
The learner will be able to synthesize key elements from a public service poster.
Strand Bloom's Scope Hours Source
Public Information Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Research Technology: Retrieve
The learner will be able to use computers as ways to retrieve information.
Strand Bloom's Scope Hours Source
Research Technology Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Diagrams: Use
The learner will be able to read and utilize information organized in diagram form.
Strand Bloom's Scope Hours Source
Diagram Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Business: Identify/Abbreviations
The learner will be able to identify the correct format and abbreviations in a business letter.
Strand Bloom's Scope Hours Source
Formal Letter Writing: Business Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Business: Include/Address/Date
The learner will be able to include the return address, date, salutation, and closing of a business letter.
Strand Bloom's Scope Hours Source
Formal Letter Writing: Business Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  

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, Remedial Reading Intermediate Series
  
    Word Choice: Applying
The learner will be able to choose appropriate, vivid, and precise words which suit a given audience, topic, and writing style.
Strand Bloom's Scope Hours Source
Word Choice Master The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Prefix: Word Meaning
The learner will be able to identify the meaning of a word containing a prefix.
Strand Bloom's Scope Hours Source
Prefix Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Suffix: Word Meaning
The learner will be able to define a word containing a suffix as it is used in a sentence.
Strand Bloom's Scope Hours Source
Suffix Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Analogy: Complete
The learner will be able to identify the answer choice that shows a relationship analogous to the one given.
Strand Bloom's Scope Hours Source
Analogy Analysis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Synonym: In Context
The learner will be able to determine the synonym of a vocabulary word used in context.
Strand Bloom's Scope Hours Source
Synonym Knowledge Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Antonym: In Context
The learner will be able to determine the antonym of a vocabulary word used in context.
Strand Bloom's Scope Hours Source
Antonym Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Base Words
The learner will be able to identify the base or root of a given vocabulary word.
Strand Bloom's Scope Hours Source
Base Word Comprehension Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Word Structure: Analyze
The learner will be able to determine the meaning of unfamiliar words by analyzing word structure (bases, affixes).
Strand Bloom's Scope Hours Source
Structure Analysis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Word Structure: Analyze Language
The learner will be able to determine the meaning of unfamiliar words by analyzing language expressions and conventions (including antonyms, synonyms, definitions, explanations, descriptions, examples, etc.).
Strand Bloom's Scope Hours Source
Structure Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, 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 18, Item #016, 042-043 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).

    Edit: Applying
The learner will be able to understand the editing stage of the writing process, and how to apply editing skills to his/her own written works and to the written works of peers.
Strand Bloom's Scope Hours Source
Editing Master The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Revise: Conceptualizing
The learner will be able to understand the revising stage of the writing process, and how to approach drafts with specific goals for revisions.
Strand Bloom's Scope Hours Source
Revising Master The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Drafting: Rewrite
The learner will be able to understand the rewriting stage of the writing process as an opportunity to apply peer and teacher input, to add to the content, to improve the style, and even to begin a new draft (incorporating the input received in previous writing stages as prewriting exercises).
Strand Bloom's Scope Hours Source
Drafting Master The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Drafting
The learner will be able to understand the drafting stage of the writing process and how to write drafts using ideas generated in the prewriting stage.
Strand Bloom's Scope Hours Source
Drafting Master The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Purposes: Personal Enjoyment
The learner will be able to write on his/her own for pleasure.
Strand Bloom's Scope Hours Source
Writing Purposes Master The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, 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 18, Objective Statement #9 tested in week 36 of next year.
  
    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, Remedial Reading Intermediate Series
  
    Edit: Language Conventions
The learner will be able to proofread for the use of commas, apostrophes, periods, exclamation marks, question marks, colons, quotation marks, and semi-colons.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Writing Behaviors: Daily Writing
The learner will be able to write daily for self growth and per teacher instructions.
Strand Bloom's Scope Hours Source
Writing Behaviors Master The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    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 18, 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 18, Item #030, 033, 061, 064 tested in week 36 of next year.
  
    Edit: Resources
The learner will be able to use outside resources, such as a dictionary, to edit written works.
Strand Bloom's Scope Hours Source
Editing Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Item #050 tested in week 36 of next year.
  
    Publishing: Prepare/Present
The learner will be able to prepare and present written works to be shared with others.
Strand Bloom's Scope Hours Source
Publishing Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Response: Journal
The learner will be able to use writing abilities to provide an intellectual and personal response to reading selections in a journal.
Strand Bloom's Scope Hours Source
Writing Responses Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Response: Outside Stimuli
The learner will be able to write a response to either an oral, visual, or written stimulus.
Strand Bloom's Scope Hours Source
Writing Responses Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Technological Tools: Writing Equipment
The learner will be able to use writing equipment, such as a computer or typewriter, with teacher assistance.
Strand Bloom's Scope Hours Source
Writing Technologies Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Story Elements: Beginning/Middle/End
The learner will be able to write a story which contains a beginning, middle and end.
Strand Bloom's Scope Hours Source
Story Elements Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, 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 18, Objective Statement #8 tested in week 36 of next year.
  
    Narrative: Short
The learner will be able to write a brief narrative.
Strand Bloom's Scope Hours Source
Narrative Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Narrative: Events/Sequence
The learner will be able to write a narrative which describes events in sequential order.
Strand Bloom's Scope Hours Source
Narrative Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Item #008 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 18, 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, Remedial Reading Intermediate Series
  
    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, Remedial Reading Intermediate Series
  
    Purposes: Communication
The learner will be able to write to communicate specific information.
Strand Bloom's Scope Hours Source
Writing Purposes Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Descriptive: Object/Idea
The learner will be able to write to describe the qualities of an object or an idea.
Strand Bloom's Scope Hours Source
Descriptive Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    Main Idea/Supporting Details
The learner will be able to write a composition which includes a main idea and supporting details.
Strand Bloom's Scope Hours Source
Main Idea Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #8, Item #011, 059 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 18, 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 18, 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, Remedial Reading Intermediate Series
  
    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 18, 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 18, Objective Statement #9 tested in week 36 of next year.
  
    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, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #8, Item #026-028, 051 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 18, 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 18, 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 18, 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 18, Item #007, 009-010, 023, 025, 056 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 18, Objective Statement #8, Item #060 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, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #8, Item #049 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 18, Objective Statement #8 tested in week 36 of next year.
  
    Strategies: Engage/Mapping/Listening
The learner will be able to engage in prewriting strategies such as mapping, listing, and clustering ideas.
Strand Bloom's Scope Hours Source
Prewriting: Strategies Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series
  
    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 18, Objective Statement #8 tested in week 36 of next year.
  

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