Saint Odilo Catholic School
Saint Odilo Curriculum 2005-06

Language Arts - Language Arts II

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.

Language Arts II

The Illinois Learning Standards for English Language Arts provides goals and standards at the Middle/Junior High School level. In this course students learn to construct meaning from newspapers, periodicals, resource materials, and grade level fiction, and to analyze both the concrete and abstract elements of literature. Students engage in activities which require them to practice transferring language skills (language mechanics, grammar, and spelling) to original written works. The course emphasizes the need for students to learn to identify, approach, understand, and solve problems in real-world contexts.


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.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres.
    2.A.3b Describe how the development of theme, character, plot and setting contribute to the overall impact of a piece of literature.
    2.A.3c Identify characteristics and authors of various literary forms (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, science fiction).
    2.A.3d Identify ways that an author uses language structure, word choice and style to convey the author's viewpoint.

B. Read and interpret a variety of literary works.
    2.B.3a Respond to literary material from personal, creative and critical points of view.
    2.B.3b Compare and contrast common literary themes across various societies and eras.
    2.B.3c Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations. This unit includes identifying and comparing key characteristics of literary genres.

    Nonfiction: Analyzing
The learner will be able to classify, organize, and recall details read in a nonfiction passage.
Strand Bloom's Scope Hours Source
Informational Text Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Short Story: Analyzing
The learner will be able to analyze a short story for details, emotions, and events, and predict the outcomes of the story.
Strand Bloom's Scope Hours Source
Story/Short Story Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Middle/Junior High School
  
    Comprehend: Drama/Myth
The learner will be able to choose two selections of drama and/or myth, and demonstrate comprehension by writing a response which compares and contrasts literary elements from both selections (character, plot, setting, point of view, mood, tone), techniques used by the authors (figurative language, flashbacks, foreshadowing, symbolism, irony), and how the techniques are used by the authors to convey a message and shape the story.
Strand Bloom's Scope Hours Source
Genre: Comprehend/Understand Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Author: Compare/Contrast
The learner will be able to compare and contrast different authors.
Strand Bloom's Scope Hours Source
Author Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Myth: Describe Key Elements
The learner will be able to describe the key elements of the myth genre.
Strand Bloom's Scope Hours Source
Myth Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Myth: Compare/Contrast
The learner will be able to compare and contrast myths.
Strand Bloom's Scope Hours Source
Myth Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Fable: Describe Key Elements
The learner will be able to describe the key elements of the fable genre.
Strand Bloom's Scope Hours Source
Fable Analysis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Fable: Compare/Contrast
The learner will be able to compare and contrast fables.
Strand Bloom's Scope Hours Source
Fable Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Fairy Tale: Describe Key Elements
The learner will be able to describe the key elements of the fairy tale genre.
Strand Bloom's Scope Hours Source
Fairy Tale Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Fairy Tale: Compare/Contrast
The learner will be able to compare and contrast fairy tales.
Strand Bloom's Scope Hours Source
Fairy Tale Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Legend: Describe Key Elements
The learner will be able to describe the key elements of the legend genre.
Strand Bloom's Scope Hours Source
Legend Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Legend: Compare/Contrast
The learner will be able to compare and contrast legends.
Strand Bloom's Scope Hours Source
Legend Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Tall Tale: Describe Key Elements
The learner will be able to describe the key elements of the tall tales genre.
Strand Bloom's Scope Hours Source
Tall Tale Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Tall Tale: Compare/Contrast
The learner will be able to compare and contrast tall tales.
Strand Bloom's Scope Hours Source
Tall Tale Analysis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Folk Tale: Compare/Contrast
The learner will be able to compare and contrast folk tales.
Strand Bloom's Scope Hours Source
Folk Tale Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Biography
The learner will be able to read and understand a biography.
Strand Bloom's Scope Hours Source
Biography Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Historical Fiction: Passages
The learner will be able to read and understand a historical passage.
Strand Bloom's Scope Hours Source
Historical Fiction/Context Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Poetry
The learner will be able to read and understand a poem.
Strand Bloom's Scope Hours Source
Poetry Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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 19, 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, Language Arts Intermediate Series
  
    Informational Sources: Compare
The learner will be able to compare multiple informational sources.
Strand Bloom's Scope Hours Source
Informational Text Comprehension Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Informational Sources: Analyze
The learner will be able to analyze informational sources.
Strand Bloom's Scope Hours Source
Informational Text Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, Objective Statement #4 tested in week 36 of next year.
  
    Humorous Literature
The learner will be able to understand the nuances of humorous literature.
Strand Bloom's Scope Hours Source
Humorous Literature Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Language Arts Intermediate Series
  
    Narrative: Personal
The learner will be able to read and understand a personal narrative.
Strand Bloom's Scope Hours Source
Narrative Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Science Fiction
The learner will be able to read and understand a science fiction story.
Strand Bloom's Scope Hours Source
Science Fiction Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series
  
    Poetry: Detail
The learner will be able to identify details from a poem.
Strand Bloom's Scope Hours Source
Poetry: Story Elements Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, Objective Statement #4, Item #017 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 19, Item #034 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 19, Item #032, 046 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.3a Identify appropriate resources to solve problems or answer questions through research.
    5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources.
B. Analyze and evaluate information acquired from various sources.
    5.B.3a Choose and analyze information sources for individual, academic and functional purposes.
    5.B.3b Identify, evaluate and cite primary sources.
C. Apply acquired information, concepts and ideas to communicate in a variety of formats.
    5.C.3a Plan, compose, edit and revise documents that synthesize new meaning gleaned from multiple sources.
    5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research.
    5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.

    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, Middle/Junior High School
  

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

    Conventions: Language Experience
The learner will be able to apply language experience (listening, speaking, reading, and writing) to the construction of coherent sentences and paragraphs in both speaking and writing.
Strand Bloom's Scope Hours Source
Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Noun: Plural/Possessive/Supply
The learner will be able to supply the correct form of a plural, possessive, or plural possessive noun in a given sentence.
Strand Bloom's Scope Hours Source
Noun Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, 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, Language Arts 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 19, 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, Language Arts Intermediate Series
  
    Adverb: Select
The learner will be able to select the correct adverb to complete a sentence.
Strand Bloom's Scope Hours Source
Adverb Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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 19, Objective Statement #9 tested in week 36 of next year.
  
    Pronoun: Indefinite/Possessive
The learner will be able to choose the possessive or indefinite pronoun that best completes the sentence.
Strand Bloom's Scope Hours Source
Pronoun Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Pronoun: Relative
The learner will be able to identify sentence with correct relative pronoun.
Strand Bloom's Scope Hours Source
Pronoun Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Pronoun: Possessive/Complete
The learner will be able to complete a given sentence with the correct possessive pronoun.
Strand Bloom's Scope Hours Source
Pronoun Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Pronoun: Subject/Object
The learner will be able to complete a given sentence with the correct subject or object pronoun.
Strand Bloom's Scope Hours Source
Pronoun Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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 19, Item #056 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 19, 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 19, Objective Statement #7 tested in week 36 of next year.
  
    Modifier: Misplaced/Identify
The learner will be able to identify a misplaced modifier in a sentence.
Strand Bloom's Scope Hours Source
Modifier Comprehension Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item #059 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 19, Item #056 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 19, Item #056 tested in week 36 of next year.
  
    Fragment/Run-On: Edit
The learner will be able to edit a series of sentences for fragments or run-ons.
Strand Bloom's Scope Hours Source
Sentence Structure/Fragment/Run-On Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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 19, Item #012, 019, 026 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 19, 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, Language Arts Intermediate Series
  
    Adjective: Select
The learner will be able to select the correct adjective to complete a sentence.
Strand Bloom's Scope Hours Source
Adjective Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts Intermediate Series
  
    Metaphor/Simile: Interpret
The learner will be able to interpret similes and metaphors given in a sentence.
Strand Bloom's Scope Hours Source
Metaphor/Simile Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Parallel Structure: Writing/Edit
The learner will be able to edit writing for appropriate parallel structure.
Strand Bloom's Scope Hours Source
Sentence Structure: Parallel Application Master 3.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item #014 tested in week 36 of next year.
  
    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, Language Arts Intermediate Series
  
    Subject: Context Clues/Use
The learner will be able to complete given sentences with the appropriate subject, or compound subject, by using the contextual clues of the sentences.
Strand Bloom's Scope Hours Source
Sentence: Subject Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, 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, Language Arts Intermediate Series
  
    Endmark: Sentence/Interjection
The learner will be able to select the correct endmark for a given sentence or interjection.
Strand Bloom's Scope Hours Source
Endmark Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series
  
    Quotation Mark: Edit
The learner will be able to edit for correct use of quotation marks.
Strand Bloom's Scope Hours Source
Quotation Mark Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Apostrophe: Possessive
The learner will be able to use apostrophes in possessives.
Strand Bloom's Scope Hours Source
Apostrophe/Hyphen/Dash Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series
  
    Contraction: Apostrophes
The learner will be able to show an understanding of the use of apostrophes in contractions.
Strand Bloom's Scope Hours Source
Contraction Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Colons/Commas/Semicolons
The learner will be able to identify the correct use of a comma, colon, and semicolon.
Strand Bloom's Scope Hours Source
Punctuation Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, 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, Language Arts Intermediate Series
  

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.3a Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.
    4.A.3b Compare a speaker's verbal and nonverbal messages.
    4.A.3c Restate and carry out multistep oral instructions.
    4.A.3d Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions). This unit includes identifying and distinguishing between sounds and patterns in sounds, and constructing meaning from information delivered verbally.

    Speech: Critique Delivery
The learner will be able to critique a speaker for delivery (voice modulation, gestures, posture, eye contact, pronunciation, articulation, and timing).
Strand Bloom's Scope Hours Source
Speech Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Language Arts Intermediate Series
  
    Speech: Content/Paraphrase
The learner will be able to recognize the agenda, main ideas, and supporting facts of a speech, and respond to the speaker by paraphrasing the speech and providing counterpoints.
Strand Bloom's Scope Hours Source
Speech Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Speech: Analyzing Content
The learner will be able to develop the patience required to listen to a speaker, analyze the content of a speech, and respond with comments and questions which convey an understanding of the speech.
Strand Bloom's Scope Hours Source
Speech Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Auditory Discrimination: Music/Art
The learner will be able to identify key elements (specific sounds, pitch, etc.), and the moods these elements reflect), of a musical piece, and make connections between a musical piece and other forms of art.
Strand Bloom's Scope Hours Source
Auditory Discrimination Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Middle/Junior High School
  
    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, Language Arts Intermediate Series
  
    Draw Conclusion: Underlying Relationship
The learner will be able to draw a conclusion from underlying relationships.
Strand Bloom's Scope Hours Source
Draw Conclusion Evaluation Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Summary: Ideas/Opinions/Facts
The learner will be able to provide a summary of the ideas, opinions, facts, delivered by a speaker.
Strand Bloom's Scope Hours Source
Summary Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Detail: Relevant/Irrelevant/Distinguish
The learner will be able to distinguish between relevant and irrelevant details in an orally read passage.
Strand Bloom's Scope Hours Source
Detail Evaluation Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Predicting: Outcome/Events
The learner will be able to predict the outcome of a set of events.
Strand Bloom's Scope Hours Source
Predicting Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series
  
    Inference: Orally Read Passage
The learner will be able to make inferences from an orally read passage.
Strand Bloom's Scope Hours Source
Inference Analysis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Relationship: Interpret
The learner will be able to interpret relationships expressed in numerical or spatial terms.
Strand Bloom's Scope Hours Source
Relationship Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  

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.3a Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical).
    1.A.3b Analyze the meaning of words and phrases in their context.

B. Apply reading strategies to improve understanding and fluency.
    1.B.3a Preview reading materials, make predictions and relate reading to information from other sources.
    1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading.
    1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings).
    1.B.3d Read age-appropriate material with fluency and accuracy.
    
C. Comprehend a broad range of reading materials.
    1.C.3a Use information to form, explain and support questions and predictions.
    1.C.3b Interpret and analyze entire narrative text using story elements, point of view and theme.
    1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres.
    1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material.
    1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires).
    1.C.3f Interpret tables that display textual information and data in visual formats.


This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. Students are able to identify, discuss, and compare both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications).

    Predict Outcome
The learner will be able to draw upon a repertoire of reading comprehension strategies and information given in a passage to predict the possible and probable outcomes of the passage. The student should be able to describe how his/her predictions were made (i.e., which passage elements provided a bases for the predictions).
Strand Bloom's Scope Hours Source
Predicting Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Character: Points of View
The learner will be able to state the point of view of specific characters, and qualify the statement with quotes from the characters.
Strand Bloom's Scope Hours Source
Character Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Detail: Recalling
The learner will be able to recall details from a passage (including events, characters, plot, climax, and resolution), arrange the details in sequential order, and describe elements of the passage both orally and in writing.
Strand Bloom's Scope Hours Source
Detail Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Middle/Junior High School
  
    Dialogue: Analyzing
The learner will be able to analyze the function of dialogue and how dialogue reveals characters and their personality traits and motives within the context of a reading selection.
Strand Bloom's Scope Hours Source
Dialogue Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Questions: Abstract
The learner will be able to apply literary analysis and critical thinking skills by formulating questions for peers which assess their understanding of a given passage at application, analysis, and evaluation levels of understanding, by summarizing the implied or paraphrased main idea of a passage, by giving evidence to support a summary, by interpreting a passage, and by making connections among various literary sources.
Strand Bloom's Scope Hours Source
Questions Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, Objective Statement #2-3, Item #001, 018 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 19, Item #008, 033, 061-062 tested in week 36 of next year.
  
    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 19, Item #053 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 19, 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, flow chart, and other visual aids which organize information presented in a nonfiction selection such as a magazine, newspaper, or textbook excerpt. Such visual aids should reflect the main ideas, relevant supporting details, and the way the main ideas and supporting details are connected in the overall message of the nonfiction piece. The student should be able to explain the visual aid, why a particular form was chosen, and how the information in the visual aid is presented, orally and in writing.
Strand Bloom's Scope Hours Source
Organization: Information Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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 19, 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 19, Item #021, 050 tested in week 36 of next year.
  
    Analyze: Importance/Judge
The learner will be able to analyze and judge the importance and relevance of story elements.
Strand Bloom's Scope Hours Source
Story Elements: Analyze Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, Objective Statement #3, Item #038 tested in week 36 of next year.
  
    Cause/Effect: Distinguish
The learner will be able to distinguish between cause and effect in given scenarios.
Strand Bloom's Scope Hours Source
Cause/Effect Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 Terra Nova, Multiple Assessments, 1997, Level 19, Item #006, 016, 044, 048 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 19, Objective Statement #3, Item #2, 5, 7, 39, 51 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 19, Objective Statement #4, Item #003 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, Language Arts Intermediate Series; Terra Nova, Multiple Assessments, 1997, Level 19, Objective Statement #4, Item #004 tested in week 36 of next year.
  
    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, Language Arts 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 19, 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 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series; Terra Nova, Multiple Assessments, 1997, Level 19, Objective Statement #3, Item #006, 016, 044, 048 tested in week 36 of next year.
  
    Theme: Compare/Two Versions
The learner will be able to compare the way themes are presented in two versions of the same story.
Strand Bloom's Scope Hours Source
Themes Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Theme: Apply
The learner will be able to apply theme to another context.
Strand Bloom's Scope Hours Source
Themes Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Persuasive: Letter
The learner will be able to read and understand a persuasive letter using figurative language.
Strand Bloom's Scope Hours Source
Persuasive Application Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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 19, Objective Statement #3 tested in week 36 of next year.
  
    Inference: Poem
The learner will be able to make inferences from a poem.
Strand Bloom's Scope Hours Source
Inference Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, Objective Statement #2 tested in week 36 of next year.
  
    Story Elements: Character/Identify
The learner will be able to identify story elements, such as characters.
Strand Bloom's Scope Hours Source
Story Elements Knowledge Master 0.5 Terra Nova, Multiple Assessments, 1997, Level 19, Item #049 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 19, Item #049 tested in week 36 of next year.
  
    Story: Elements/Identify
The learner will be able to identify story elements, such as setting, plot, and characters.
Strand Bloom's Scope Hours Source
Story Elements Comprehension Master 5.0 Terra Nova, Multiple Assessments, 1997, Level 19, 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, Language Arts 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, Language Arts 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 19, Objective Statement #5 tested in week 36 of next year.
  
    Compare/Contrast: Analysis
The learner will be able to compare and contrast a variety of sources, topics, abstract ideas, and story elements.
Strand Bloom's Scope Hours Source
Compare/Contrast Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, Item #009-011, 035 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 19, 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 19, Objective Statement #4 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 19, Objective Statement #4 tested in week 36 of next year.
  
    Moral: Determine
The learner will be able to determine the moral of a story.
Strand Bloom's Scope Hours Source
Moral Lesson Evaluation Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Moral: Interpret
The learner will be able to interpret the moral lesson of a story.
Strand Bloom's Scope Hours Source
Moral Lesson Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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 19, Objective Statement #3 tested in week 36 of next year.
  
    Plot: Compare
The learner will be able to compare the plot development of two versions of the same story.
Strand Bloom's Scope Hours Source
Plot Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Tone: Identify
The learner will be able to identify the tone of a given passage.
Strand Bloom's Scope Hours Source
Tone Analysis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Tone: Poem
The learner will be able to identify the tone of a poem.
Strand Bloom's Scope Hours Source
Tone Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Interpretation: Multiple
The learner will be able to show an awareness of the multiple ways of interpreting any given text.
Strand Bloom's Scope Hours Source
Interpretation Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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 19, Item #040 tested in week 36 of next year.
  
    Foreshadowing: Analyzing
The learner will be able to analyze how foreshadowing operates within the plot of a reading selection.
Strand Bloom's Scope Hours Source
Foreshadowing Analysis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Dialogue: Multiple Characters
The learner will be able to read and understand a short dialogue between multiple characters.
Strand Bloom's Scope Hours Source
Dialogue Comprehension Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Symbol: Analyze
The learner will be able to analyze a symbol in a passage.
Strand Bloom's Scope Hours Source
Symbol Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Symbol: Analyze Function
The learner will be able to analyze how symbols function in a reading selection.
Strand Bloom's Scope Hours Source
Symbol Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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 19, 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 19, Objective Statement #2 tested in week 36 of next year.
  
    Sequence: Use/Understand
The learner will be able to use sequence to understand reading materials.
Strand Bloom's Scope Hours Source
Sequence Application Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item #045 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, Language Arts 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 19, Objective Statement #5, Item #020 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 19, Objective Statement #5, Item #037, 047 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, Language Arts 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 19, 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 19, Item #054 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, Language Arts Intermediate Series
  
    Feelings: Infer/Long Passage
The learner will be able to infer character feelings from a long reading passage.
Strand Bloom's Scope Hours Source
Character: Feelings Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series
  
    Evaluate: Response/Intent
The learner will be able to evaluate the intent of character response.
Strand Bloom's Scope Hours Source
Character: Evaluate Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, Item #052 tested in week 36 of next year.
  
    Analyze: Plot Development/Reading
The learner will be able to analyze plot development in a reading selection.
Strand Bloom's Scope Hours Source
Plot: Analyze Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Analyze: Support/Discern
The learner will be able to analyze points of view in a reading selection to discern if views are supported.
Strand Bloom's Scope Hours Source
Point of View: Analyze Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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 19, 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 19, 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 19, 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 19, 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 19, 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 19, 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 19, Objective Statement #5, Item #036 tested in week 36 of next year.
  
    Analyze: Theme/Literary Selection
The learner will be able to analyze the theme of a literary selection.
Strand Bloom's Scope Hours Source
Themes: Analyze Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Recurring: Identify
The learner will be able to identify recurring themes in reading passages.
Strand Bloom's Scope Hours Source
Themes: Recurring Analysis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  

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.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.
    4.B.3b Design and produce reports and multi-media compositions that represent group projects.
    4.B.3c Develop strategies to manage or overcome communication anxiety and apprehension (e.g., sentence outlining, note cards).
    4.B.3d Use verbal and nonverbal communication 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.

    Creative: Legend/Fable/Folk Tale
The learner will be able to retell a legend, fable, or folktale using verbal and non-verbal techniques to convey meaning.
Strand Bloom's Scope Hours Source
Presentation: Creative Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Middle/Junior High School
  
    General: Present Effectively
The learner will be able to orally present reports, stories, mock news broadcasts, dramatizations, interviews, poetry readings, and memorized passages effectively.
Strand Bloom's Scope Hours Source
Presentation: General Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Verbal/Nonverbal: Techniques
The learner will be able to utilize techniques such as gestures, eye contact, voice modulation, posture, pronunciation, articulation, and timing, to emphasize key points.
Strand Bloom's Scope Hours Source
Communication: Verbal/Nonverbal Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts 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, Language Arts Intermediate Series
  
    Story: Retell/Summarize
The learner will be able to orally retell or summarize a story.
Strand Bloom's Scope Hours Source
Story Analysis Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 use word structure (bases and affixes) to edit passages for misspelled words.
Strand Bloom's Scope Hours Source
Editing Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Strategies
The learner will be able to develop strategies for memorizing the spelling of words that break spelling patterns, and guidelines and for incorporating newly learned spelling words into his/her vocabulary.
Strand Bloom's Scope Hours Source
Spelling Strategies Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Language Arts 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, Language Arts Intermediate Series
  
    Structural Units
The learner will be able to use an understanding of structural units to complete a given sentence with the correctly spelled word.
Strand Bloom's Scope Hours Source
Complete Sentence Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series
  
    Irregular Words
The learner will be able to correctly write words with irregular spelling.
Strand Bloom's Scope Hours Source
Irregular Word Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts 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.

    Sources: Gathering/Documenting
The learner will be able to use a title page, copyright page, table of contents, glossary, index, margin notes, and appendices, and keep track of sources in the form of a bibliography.
Strand Bloom's Scope Hours Source
Reference Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Sources: Gathering
The learner will be able to seek a variety of sources (textbook, dictionary, almanac, encyclopedia, thesaurus, journal, periodical, newspaper, and interviews with experts) to gather information.
Strand Bloom's Scope Hours Source
Reference Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Graphical Formats: Creating
The learner will be able to create graphical forms to communicate data from resource materials.
Strand Bloom's Scope Hours Source
Graphical Format Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Research Project: Presentation
The learner will be able to investigate a research topic (seeking out three or more resources/references), formulate a plan of action which details what will be investigated, when, and how, organize and synthesize the information from the sources, and create a presentation which conveys the information in a cohesive manner and gives credit to sources used.
Strand Bloom's Scope Hours Source
Research Project Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Research Skills: Evaluating Resources
The learner will be able to develop techniques such as skimming, scanning graphic organizers, outlining, and taking notes, synthesize multiple sources of information to make generalizations and conclusions, and judge information as relevant or irrelevant to a given research topic.
Strand Bloom's Scope Hours Source
Resource: Evaluating Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Learning Logs: Record Observations
The learner will be able to record observations pertaining to his/her individual learning style.
Strand Bloom's Scope Hours Source
Learning Logs Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts Intermediate Series
  
    Outline: Classify
The learner will be able to classify information in an outline.
Strand Bloom's Scope Hours Source
Outline Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Outline: Analyze
The learner will be able to analyze information in an outline.
Strand Bloom's Scope Hours Source
Outline Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Sources: Select
The learner will be able to select appropriate reference source.
Strand Bloom's Scope Hours Source
Reference Comprehension Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Bibliography: Develop
The learner will be able to develop and understand a bibliography.
Strand Bloom's Scope Hours Source
Bibliography Knowledge Master 0.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Graphical Formats: Interpret
The learner will be able to interpret information from graphical forms of data.
Strand Bloom's Scope Hours Source
Graphical Format Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Organizing Information: Multiple Sources
The learner will be able to organize information from literary, informative, and practical sources.
Strand Bloom's Scope Hours Source
Organization Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Stimuli: Dual/Synthesize
The learner will be able to synthesize information in dual stimuli, such as information presented in both text and graphs.
Strand Bloom's Scope Hours Source
Stimuli Synthesis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series
  
    Stimuli: Multiple/Analyze
The learner will be able to analyze information from multiple stimuli.
Strand Bloom's Scope Hours Source
Stimuli Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Stimuli: Multiple/Synthesize
The learner will be able to synthesize information from multiple stimuli.
Strand Bloom's Scope Hours Source
Stimuli Synthesis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series
  
    Research Technology: Network Resources
The learner will be able to download resource information.
Strand Bloom's Scope Hours Source
Research Technology Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Reference Form: Globe/Books/Newspapers
The learner will be able to use globes, books, and newspapers as references.
Strand Bloom's Scope Hours Source
Reference Form Analysis Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series
  
    Diagrams: Analyze
The learner will be able to analyze a diagram.
Strand Bloom's Scope Hours Source
Diagram Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Table: Chart
The learner will be able to read, identify, and compare graphs and tables.
Strand Bloom's Scope Hours Source
Table Analysis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Research Skills: Synthesize
The learner will be able to synthesize information from reference materials.
Strand Bloom's Scope Hours Source
Research Skills Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Business: Identify/Style/Tone/Ideas
The learner will be able to identify the proper style, tone, ideas expressed, recipient, return address, and date of a business letter.
Strand Bloom's Scope Hours Source
Formal Letter Writing: Business Knowledge Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Catalog: Software Catalogs/Use
The learner will be able to use library software to locate resource materials.
Strand Bloom's Scope Hours Source
Research Technology: Catalog Synthesis Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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.

    Vocabulary: Language Integration
The learner will be able to incorporate words learned in subjects across the curriculum in daily speech and in various types of writing.
Strand Bloom's Scope Hours Source
Vocabulary Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Vocabulary: Paraphrasing
The learner will be able to read a story, poem, or newspaper or periodical article, and demonstrate comprehension of the vocabulary words used in these sources, by paraphrasing one of these selections.
Strand Bloom's Scope Hours Source
Vocabulary Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Word Choice: Vocabulary Descriptions
The learner will be able to describe fine art in vibrant, precise, and clear language which suits the subject, mood/tone, and genre of the piece, and create analogies with such words to demonstrate their multiple layers of meaning.
Strand Bloom's Scope Hours Source
Word Choice Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series
  
    Connotation: Sensitivity
The learner will be able to show sensitivity to sexism, and the physical and cultural biases inherent in certain vocabulary words.
Strand Bloom's Scope Hours Source
Connotation Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Analyze: Contextual Analysis
The learner will be able to define unfamiliar words using context clues such as affixes, figures of speech, root words, possessives, plurals, verb tense, sentence construction, and the details of a given sentence or passage.
Strand Bloom's Scope Hours Source
Vocabulary Strategies: Analyze Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Compound Word: Create
The learner will be able to create compound words.
Strand Bloom's Scope Hours Source
Compound Word Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Language Arts 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, Language Arts Intermediate Series
  
    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, Language Arts 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, Language Arts 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, Language Arts Intermediate Series
  
    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, Language Arts Intermediate Series
  
    Context: Word Meaning
The learner will be able to use the context of a sentence to determine the meaning of a specified word.
Strand Bloom's Scope Hours Source
Context Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Context: Analyzing
The learner will be able to determine the meaning of unfamiliar words by analyzing the context (a paragraph) in which the words are used.
Strand Bloom's Scope Hours Source
Context Comprehension Master 2.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts Intermediate Series
  
    Word Referents
The learner will be able to match pronouns (such as "it," "they," and "she") with the nouns they refer to when creating and editing sentences.
Strand Bloom's Scope Hours Source
Word Referent Comprehension Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, 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 19, Item #031 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.3 Write compositions that contain complete sentences and effective paragraphs using English conventions.
B. Compose well-organized and coherent writing for specific purposes and audiences.
    3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
    3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication.
C. Communicate ideas in writing to accomplish a variety of purposes.
    3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience.
    3.C.3b Using available technology, produce compositions and multimedia works for specified audiences. 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: Word Choices
The learner will be able to edit a passage to ensure word choices are accurate, and make substantiated judgments about words that should be replaced with more vivid, interesting, or logical words.
Strand Bloom's Scope Hours Source
Editing Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Language Arts Intermediate Series
  
    Revise: Literary Elements
The learner will be able to demonstrate the revising stage of the writing process by incorporating literary elements (including similes, metaphors, personification, allusion, characterization, compare/contrast, description, quotations, sensory images, examples, and analogies) in second drafts of writing as means to clarify and strengthen main points.
Strand Bloom's Scope Hours Source
Revising Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts 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, Language Arts Intermediate Series
  
    Essay: Synthesizing Information
The learner will be able to synthesize information from a variety of sources to create expository, narrative, short story, and persuasive pieces.
Strand Bloom's Scope Hours Source
Essay/Composition Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Essay: Introduction
The learner will be able to identify, describe, and compose an introduction to an essay.
Strand Bloom's Scope Hours Source
Essay/Composition Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Essay: Conclusion
The learner will be able to identify, describe, and compose a conclusion to an essay.
Strand Bloom's Scope Hours Source
Essay/Composition Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Writing as a Process: Conceptualizing
The learner will be able to utilize the writing process (prewriting, drafting, revising, rewriting, editing, publishing).
Strand Bloom's Scope Hours Source
Writing as a Process Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series
  
    Expository: Synthesizing Information
The learner will be able to synthesize information from multiple sources, condense the information, and write an informative piece.
Strand Bloom's Scope Hours Source
Expository Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Sequence: Logical
The learner will be able to arrange sentences in their sequential, most logical order, identify which sentence does not logically fit with a group, and determine which sentence best fits within a paragraph.
Strand Bloom's Scope Hours Source
Sentence Content Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Middle/Junior High School
  
    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, Language Arts Intermediate Series
  
    Edit: Usage/Mechanics
The learner will be able to focus on the editing stage of the writing process by editing for punctuation, grammar, sentence structure (simple, compound, and complex), word choice (incorporating action words and variety), and usage to create poignant, powerful, and expressive writing.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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 19, 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 19, Objective Statement #9 tested in week 36 of next year.
  
    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, Language Arts Intermediate Series
  
    Transitions: Effective
The learner will be able to form effective transitions, and evaluate the writing of others for effective transitions.
Strand Bloom's Scope Hours Source
Transition Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Style: Purpose/Audience
The learner will be able to vary writing style appropriately for specific audiences, purposes, and topics, (including word choice, sentence structure, formal and informal language, details, organization, clarity, order of ideas presented, and format).
Strand Bloom's Scope Hours Source
Style Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Collection: Compile
The learner will be able to compile a portfolio of writing samples which includes writing from different content areas, reports, research notes, short stories, persuasive, functional, 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, Language Arts 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 (persuasive, narrative, expository), at least two organizational patterns (compare/contrast, cause/effect, sequencing ideas by their importance), 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). The presentation portfolio should also include an expressive self-evaluation of the original portfolio, the presentation portfolio, and elaboration on how the student has grown as a writer.
Strand Bloom's Scope Hours Source
Portfolios: Presentation Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Strategies: Use
The learner will be able to utilize prewriting strategies (drawing, webbing, brainstorming, discussing) to begin the writing process.
Strand Bloom's Scope Hours Source
Prewriting: Strategies Master The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, 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 19, Item #030, 033, 060, 063 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, Language Arts Intermediate Series
  
    Revise: Organizational Pattern
The learner will be able to revise writing to improve the organizational pattern.
Strand Bloom's Scope Hours Source
Revising Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Revise: Show Not Tell
The learner will be able to revise writing to incorporate "show not tell" language.
Strand Bloom's Scope Hours Source
Revising Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Revise: Voice/Narrative
The learner will be able to revise writing to improve narrative voice.
Strand Bloom's Scope Hours Source
Revising Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Poetry: Types
The learner will be able to write poetry in a variety of forms.
Strand Bloom's Scope Hours Source
Poetry Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Language Arts 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, Language Arts Intermediate Series
  
    Response: Poetry
The learner will be able to use writing abilities to create poetry in response to reading selections.
Strand Bloom's Scope Hours Source
Writing Responses Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, Item #063 tested in week 36 of next year.
  
    Expository: Essay
The learner will be able to write an expository essay.
Strand Bloom's Scope Hours Source
Expository Comprehension Master 2.0 Terra Nova, Multiple Assessments, 1997, Level 19, 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, Language Arts 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, Language Arts Intermediate Series
  
    Persuasive: Strategies
The learner will be able to write to persuade a given audience on a given topic utilizing word choices, language expressions, examples, metaphors, and other persuasion techniques.
Strand Bloom's Scope Hours Source
Persuasive Analysis Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, Item #041 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 19, Objective Statement #8 tested in week 36 of next year.
  
    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, Language Arts 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, Language Arts 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, Language Arts 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, Language Arts Intermediate Series
  
    Main Idea: Details/Subtopics
The learner will be able to write a composition which includes a main idea, subtopics, and supporting details.
Strand Bloom's Scope Hours Source
Main Idea Evaluation Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, Objective Statement #8, Item #022, 024 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 19, 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 19, 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, Language Arts 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 19, 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 19, Objective Statement #9 tested in week 36 of next year.
  
    Edit: Paragraph Coherence
The learner will be able to edit a paragraph for cohesiveness, theme, and sequence of ideas.
Strand Bloom's Scope Hours Source
Editing: Content Application Master 5.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Edit: Content
The learner will be able to edit the content of a passage for cohesiveness, clarity, diction, and effective sentences.
Strand Bloom's Scope Hours Source
Editing: Content Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Revise: Sentence Structures
The learner will be able to revise writing to improve the structure of sentences.
Strand Bloom's Scope Hours Source
Revising: Language Conventions Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Revise: Transitions
The learner will be able to revise writing to improve transition sentences.
Strand Bloom's Scope Hours Source
Revising: Language Conventions Application Master 3.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Revise: Irrelevant Information
The learner will be able to revise writing to eliminate extraneous information.
Strand Bloom's Scope Hours Source
Revising: Content Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    Revise: Elaborate on Ideas
The learner will be able to revise writing to elaborate on ideas.
Strand Bloom's Scope Hours Source
Revising: Content Application Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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, Language Arts Intermediate Series
  
    Topic: Choose
The learner will be able to choose a topic for his/her writing.
Strand Bloom's Scope Hours Source
Topic Comprehension Master 0.5 Terra Nova, Multiple Assessments, 1997, Level 19, Item #027 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 19, Objective Statement #8, Item #015, 042 tested in week 36 of next year.
  
    Transition: Edit
The learner will be able to identify the best transition for a given sentence.
Strand Bloom's Scope Hours Source
Transition Knowledge Master 1.0 Terra Nova, Multiple Assessments, 1997, Level 19, Item #028, 057 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 19, 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 19, 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 19, 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 19, Item #013, 025, 029, 055, 058 tested in week 36 of next year.
  
    Audience: Purpose
The learner will be able to select a writing style (narrative, descriptive, or expository) which suits a given purpose and audience.
Strand Bloom's Scope Hours Source
Style: Audience Analysis Master 1.5 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  
    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 19, Objective Statement #8, Item #043 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, Language Arts Intermediate Series
  
    Topic Sentence: Select/Develop
The learner will be able to select a topic sentence to introduce a paragraph or select a sentence (thesis statement) that best develops a paragraph topic.
Strand Bloom's Scope Hours Source
Paragraph Content: Topic Sentence Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 19, Objective Statement #8, Item #023 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 19, 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 19, Objective Statement #8 tested in week 36 of next year.
  
    Clarity: Revise
The learner will be able to revise a passage for effective sentences, word choices, and clarity.
Strand Bloom's Scope Hours Source
Revising: Content/Clarity Application Master 1.0 The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series
  

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