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Saint Odilo Catholic School |
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Saint Odilo Curriculum 2005-06 |
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Language Arts - Grade K |
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Author: Exploring
The learner will be able to
explore books of a favorite author.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
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Author Technique: Evaluate
The learner will be able to
evaluate the effectiveness of author technique.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Style/Technique |
Evaluation |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
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Author Intention: Evaluate
The learner will be able to
evaluate the author's purpose in a given work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Intentions |
Evaluation |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
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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 |
Activities |
| Author: Point of View |
Evaluation |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
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Noun: Forms/Edit
The learner will be able to
edit writing for noun forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Comprehension |
Master |
1.5 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9 tested in week 36 of next year. |
Classroom
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Subject-Verb: Agreement
The learner will be able to
use correct subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #7, Item #024 tested in week 36 of next year. |
Classroom
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Pronoun: Case/Edit
The learner will be able to
edit written works for correct use of pronouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
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Sentence Structure: Identify Complete
The learner will be able to
identify complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #032 tested in week 36 of next year. |
Classroom
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Sentence Structure: Grammar/Effective
The learner will be able to
write grammatically correct, effective sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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Fragment: Identify
The learner will be able to
identify incomplete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #032 tested in week 36 of next year. |
Classroom
|
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Run-On: Identify
The learner will be able to
identify run-on sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #032 tested in week 36 of next year. |
Classroom
|
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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 |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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Declarative: Change to Question
The learner will be able to
change a declarative sentence into a question.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Declarative |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #033, 052 tested in week 36 of next year. |
Classroom
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Preposition: Positional
The learner will be able to
understand the use of positional prepositions and adverbs dealing with time, order, and location.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Preposition |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
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Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #7 tested in week 36 of next year. |
Classroom
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Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #7 tested in week 36 of next year. |
Classroom
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Sequence: Comprehension
The learner will be able to
demonstrate comprehension by listening to a literary selection, and then retelling the story (including the main characters, the setting, and details in sequential order).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
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Auditory Discrimination: Syntax
The learner will be able to
rely on a speaker's syntax, semantics, word sounds, and intonations to discern meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Auditory Discrimination |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
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Behaviors: Literal Skills
The learner will be able to
demonstrate developmentally appropriate literal listening comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Item #001-003, 005, 015 tested in week 36 of next year. |
Classroom
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Behaviors: Interpretive Skills
The learner will be able to
demonstrate developmentally appropriate interpretive listening comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Item #004, 006, 016 tested in week 36 of next year. |
Classroom
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Questions: Oral Directions
The learner will be able to
formulate questions in response to an oral presentation, and present and follow directions given orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Draw Conclusion: Underlying Relationship
The learner will be able to
draw a conclusion from underlying relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
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Character: Main
The learner will be able to
identify main character from orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
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Character: Analyze
The learner will be able to
analyze characters in an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
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Character: Feelings/Picture
The learner will be able to
select a picture which shows inferred character feelings from orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Character: Intent/Picture
The learner will be able to
select the picture which shows the inferred character intent from an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Directions: Follow
The learner will be able to
listen to and follow directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Sequence: Events/Order
The learner will be able to
order events in correct sequence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Sequence: Picture/Select
The learner will be able to
select a picture that best displays the sequence presented in an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
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Sequence: Events/Identify
The learner will be able to
identify the sequence of events in an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Setting: Passage/Identify
The learner will be able to
identify setting from orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Setting |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Response: Questions/Literal
The learner will be able to
respond in various ways to literal questions about auditory material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #1 tested in week 36 of next year. |
Classroom
|
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Response: Questions/Interpretive
The learner will be able to
respond in various ways to interpretive questions about auditory material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #1 tested in week 36 of next year. |
Classroom
|
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Detail: Picture
The learner will be able to
identify picture showing details from orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Detail: Recall
The learner will be able to
recall details from a sequence of information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Detail: Understand
The learner will be able to
understand factual details.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Application |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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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 |
Activities |
| Detail |
Evaluation |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Figurative Language: Literal
The learner will be able to
distinguish between figurative and literal meanings of words and phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figures of Speech |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #1 tested in week 36 of next year. |
Classroom
|
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Story: Variety/Listen
The learner will be able to
listen to orally read stories from a variety of sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Predicting: Outcome/Events
The learner will be able to
predict the outcome of a set of events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Predicting: Outcome/Picture
The learner will be able to
select a picture predicting a story outcome from orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Analysis |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Main Idea: Picture/Implied
The learner will be able to
select the picture showing the implied main idea of an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Analysis |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Main Idea: Identify
The learner will be able to
identify the main idea in an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Informational Concept: Basic
The learner will be able to
understand basic informational concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Concept |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Relationship: Stated
The learner will be able to
understand stated relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Relationship |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Non-Real: Situations/Identify
The learner will be able to
identify non-real situations in an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real/Non-Real |
Application |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Written: Questions/Literal
The learner will be able to
write in response to literal questions about auditory material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses: Written/Visual |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #1 tested in week 36 of next year. |
Classroom
|
|
Written: Questions/Interpretive
The learner will be able to
write in response to interpretive questions about auditory material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses: Written/Visual |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #1 tested in week 36 of next year. |
Classroom
|
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Illustrator: Exploring
The learner will be able to
explore the pictures of his/her favorite illustrators.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Illustrator |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Reading: Collaborative
The learner will be able to
explore reading within small peer groups.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
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Reading Behaviors: Apply
The learner will be able to
apply meaning while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Item #055 tested in week 36 of next year. |
Classroom
|
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Comprehension: Display Skills
The learner will be able to
display comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #2-3, Item #013-014, 036 tested in week 36 of next year. |
Classroom
|
|
Prior Knowledge: Understand Text
The learner will be able to
use prior knowledge to understand texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prior Knowledge |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Emergent Reading: Conventions
The learner will be able to
engage in the following reading behaviors: considering print conventions, holding books and turning pages correctly, and understanding the connection between print in a book and the message being read (to him/her) from the print.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Emergent Reading: Letter/Word/Sign
The learner will be able to
demonstrate an understanding of the structural relationship in letters, words, and signs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #6 tested in week 36 of next year. |
Classroom
|
|
Reading Behaviors: Attention Span
The learner will be able to
read or explore books for extended periods of time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Silent/Sustained |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Personal: Experiences/Relate
The learner will be able to
relate personal experiences to reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Personal |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
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 |
Activities |
| Reading Responses: Written |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Cause/Effect: Understanding
The learner will be able to
understand the relationship between cause and effect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3, Item #017 tested in week 36 of next year. |
Classroom
|
|
Main Idea: 1-2 Sentences
The learner will be able to
identify picture showing the main idea from a one or two sentence passage read by the teacher.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Main Idea: Stated
The learner will be able to
determine the main idea stated in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Analysis |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #018, 028, 031 tested in week 36 of next year. |
Classroom
|
|
Draw Conclusion: Reading Material
The learner will be able to
draw conclusions about reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3, Item #037, 040 tested in week 36 of next year. |
Classroom
|
|
Predict Outcome: Information
The learner will be able to
make predictions from information in written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4, Item #030 tested in week 36 of next year. |
Classroom
|
|
Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fact/Opinion |
Comprehension |
Master |
1.5 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Directions: Picture
The learner will be able to
identify a picture showing directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Summary: Strategies
The learner will be able to
summarize material while he/she reads.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Theme: Identify
The learner will be able to
identify the theme of a given reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Themes |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3, Item #018, 028, 031 tested in week 36 of next year. |
Classroom
|
|
Matching: Picture with Sentence
The learner will be able to
select the picture that best represents a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Matching Pictures |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Inference: Information
The learner will be able to
make inferences from information in written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Analysis |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3 tested in week 36 of next year. |
Classroom
|
|
Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Knowledge |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #2 tested in week 36 of next year. |
Classroom
|
|
Story: Elements/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Comprehension |
Master |
5.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3 tested in week 36 of next year. |
Classroom
|
|
Compare: Reading Material
The learner will be able to
make comparisons about reading material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Strategies: Pictures/Using
The learner will be able to
use pictures to gain an understanding of the written text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Strategies: Vocabulary/Using
The learner will be able to
use vocabulary to understand what is read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #042-043 tested in week 36 of next year. |
Classroom
|
|
Strategies: Knowing
The learner will be able to
know of a variety of strategies which aid comprehension.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Knowledge |
Master |
0.5 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Strategies: Extend Information
The learner will be able to
extend information beyond passage ideas while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Synthesis |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4, Item #055 tested in week 36 of next year. |
Classroom
|
|
Strategies: Critical Thinking
The learner will be able to
apply critical thinking when reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Purposes: To Gain Insight
The learner will be able to
use reading materials as a source of new information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Knowledge |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Plot: Climax
The learner will be able to
recognize plot climax in reading selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plot |
Comprehension |
Master |
0.5 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3 tested in week 36 of next year. |
Classroom
|
|
Support: Examine
The learner will be able to
examine the adequacy of support in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Support |
Analysis |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #054 tested in week 36 of next year. |
Classroom
|
|
Word: Simple
The learner will be able to
read simple words from familiar text sources, such as nursery rhymes and short stories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Reality/Fantasy
The learner will be able to
distinguish between reality and fantasy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real/Non-Real |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Sequence |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #2 tested in week 36 of next year. |
Classroom
|
|
Sequence: Use/Understand
The learner will be able to
use sequence to understand reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #029 tested in week 36 of next year. |
Classroom
|
|
Questions: Aid Understanding
The learner will be able to
generate questions to aid understanding while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Structure: Increase Understanding
The learner will be able to
use text structure to increase understanding of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Reading Responses: Composing |
Evaluation |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Bias: Identify/Gender/Cultural
The learner will be able to
identify gender and cultural biases in pictures and written text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Bias |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Analyze: Literary Device/Reading
The learner will be able to
analyze literary devices used in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Device: Analyze |
Analysis |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #038 tested in week 36 of next year. |
Classroom
|
|
Written: Letters/Words
The learner will be able to
respond in writing to demonstrate understanding of letters and words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Written |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #6 tested in week 36 of next year. |
Classroom
|
|
Written: Literal Questions
The learner will be able to
write in response to literal questions from reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Written |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #2 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Reading Responses: Written |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Reading Responses: Written |
Application |
Master |
1.5 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Reading Responses: Written |
Synthesis |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Reading Responses: Written |
Synthesis |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Reading Responses: Written |
Evaluation |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Reading Strategies: Graphic Features |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
General: Personal Experiences
The learner will be able to
share personal experiences (facts and opinions), stories (with a beginning, middle, and end), and belongings (during show and tell), initiate and sustain dialogues, and give one step directions to others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Pronunciation: Common Words
The learner will be able to
clearly pronounce words common to grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronunciation |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Pronunciation: Silent Letters
The learner will be able to
pronounce words which have silent letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronunciation |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Pronunciation: Initial Sound/Substitute
The learner will be able to
perform substitution of initial sounds in pronouncing words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronunciation |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
|
Study and Research Skills
|
|
|
Classifying: Objects and Pictures
The learner will be able to
classify pictures and objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Vocabulary: Picture/Word Log
The learner will be able to
expand vocabulary skills by compiling an alphabet picture book with letters, pictures for beginning sounds, and a list of his/her personal vocabulary words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Matching: Orally Read Word/Picture
The learner will be able to
identify an appropriate picture which represents a word read orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matching |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Matching: Word/Picture
The learner will be able to
identify an appropriate picture which represents the meaning of a given phrase or word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matching |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Matching: Orally Read Word
The learner will be able to
identify an orally read vocabulary word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matching |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Matching: Word with Meaning
The learner will be able to
identify the definition of a vocabulary word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Matching |
Knowledge |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Sentence Completion: Picture
The learner will be able to
identify the appropriate picture needed to complete a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Complete Sentence |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Context: Word to Fit Context
The learner will be able to
select the word which best satisfies the context of a given sentence or passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #2 tested in week 36 of next year. |
Classroom
|
|
Strategies: Variety
The learner will be able to
apply a variety of vocabulary strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
Application |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #039, 041, 044 tested in week 36 of next year. |
Classroom
|
|
Word: Analysis Skills
The learner will be able to
demonstrate developmentally appropriate word analysis skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Item #007-012, 019-023, 026 tested in week 36 of next year. |
Classroom
|
|
Sounds: Relationship/Understand
The learner will be able to
understand the relationship between sounds and symbols.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Letters: Sounds |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #6 tested in week 36 of next year. |
Classroom
|
|
Final Sound: Written Word
The learner will be able to
identify the final sound of a word given the written form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Final Sound |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Initial Sound: Written Word
The learner will be able to
identify the initial sound of a word, given the written form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Initial Sound |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Rhyming: Picture
The learner will be able to
identify the picture whose name rhymes with the sounds in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rhyming |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Rhyming Words: Orally Read
The learner will be able to
identify the rhyming sound of two orally read words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rhyming |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Word Building: Affixes
The learner will be able to
build words by adding affixes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Building |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Letters: Isolation
The learner will be able to
identify any written letter in the alphabet presented in isolation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Letters |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Letters: Match Same
The learner will be able to
visually associate the same letters (upper and lower case).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Letters |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Word: Sounds
The learner will be able to
comprehend that words are made up of sounds
.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Comprehension |
Master |
0.5 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #6 tested in week 36 of next year. |
Classroom
|
|
Word: Isolation
The learner will be able to
identify a word presented in isolation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Word: Match Picture
The learner will be able to
select the word that identifies a given illustration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Word: Matching Same/Visual
The learner will be able to
visually associate the same words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Word: Describing/Match Picture
The learner will be able to
identify the describing word for a given illustration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Orally Read: Identify/Final Sound
The learner will be able to
identify the final sound of an orally read word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Final Sound: Orally Read |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Orally Read: Identify/Picture
The learner will be able to
identify the final sound of an orally read word, given an illustration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Final Sound: Orally Read |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Orally Read: Identify/Written Word
The learner will be able to
identify the final sound of a word, which is both written and orally read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Final Sound: Orally Read |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Oral Read: Identify/Illustration
The learner will be able to
identify the final sound of an orally read word, given the written word and an illustration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Final Sound: Orally Read |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Match: Visually Associate
The learner will be able to
visually associate beginning sounds in two words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Initial Sound: Match |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Orally Read: Identify/Initial Sound
The learner will be able to
identify the initial sound of an orally read word, given the written word and an illustration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Initial Sound: Orally Read |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Orally Read: Identify
The learner will be able to
identify the initial sound of an orally read word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Initial Sound: Orally Read |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Orally Read: Word/Picture
The learner will be able to
identify the initial sound of an orally read word, given an illustration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Initial Sound: Orally Read |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Orally Read: Written Word
The learner will be able to
identify the initial sound of an orally read word, given the written form of the word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Initial Sound: Orally Read |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Sounds: Identify/Isolation
The learner will be able to
identify a letter of the alphabet with the letter's sound read in isolation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Letters: Sounds |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Sounds: Identify Relationship/Isolation
The learner will be able to
identify the relationship between letters and sounds, given the letters in isolation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Letters: Sounds |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Orally Read: Identify/Context
The learner will be able to
identify a word within the context of an orally read sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word: Orally Read |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Orally Read: Identify/Isolation
The learner will be able to
identify an orally read word in isolation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word: Orally Read |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Sentence: Isolation
The learner will be able to
read a given sentence presented in isolation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Number/Sentence/Symbol |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Edit: Adjectives/Adverbs
The learner will be able to
edit for correct use of adverbs and adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Language Conventions
The learner will be able to
edit written works for language conventions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Invented Writing
The learner will be able to
exhibit invented writing behaviors: holding a pencil, controlling computer pointing devices, telling a story from his/her own invented writing, and drawing pictures to communicate thoughts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Cursive |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Conventions
The learner will be able to
understand the writing conventions of left to right, top to bottom, and upper or lower case letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Collection: Portfolio/Maintain
The learner will be able to
maintain a portfolio of drawings, writing, journal entries, etc., which shows growth as an emergent reader, writer, speaker, listener, and learner.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Portfolios: Collection |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Conclusion: Use
The learner will be able to
use a conclusion in a written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Introduction/Conclusion |
Application |
Master |
1.5 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Edit: Proofread
The learner will be able to
proofread written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
Analysis |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #027, 051 tested in week 36 of next year. |
Classroom
|
|
Portfolio: Writing
The learner will be able to
write individual works to be added to his/her portfolio.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Portfolios |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
Expository: Essay
The learner will be able to
write an expository essay.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Sequence: Ideas
The learner will be able to
order ideas sequentially when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Clarity/Focus: Relevant Information
The learner will be able to
include relevant information in his/her writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Clarity/Focus |
Evaluation |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8, Item #034-035 tested in week 36 of next year. |
Classroom
|
|
Edit: Verb Form
The learner will be able to
edit written works for correct verb forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Sentence Structure
The learner will be able to
edit for correct sentence structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
Application |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Capitalization
The learner will be able to
edit sentences for capitalization errors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
Analysis |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9, Item #049-050 tested in week 36 of next year. |
Classroom
|
|
Edit: Punctuation
The learner will be able to
edit for correct use of punctuation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
Application |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9, Item #025, 047-048 tested in week 36 of next year. |
Classroom
|
|
Support: Write Text
The learner will be able to
write a supported text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Support |
Application |
Master |
1.5 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Transition: Conjunction/Use
The learner will be able to
use transitional conjunctions in his/her writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transition |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Transition: Phrase/Use
The learner will be able to
use transitional phrases in his/her writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transition |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Transition |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Usage: Edit
The learner will be able to
edit written works for usage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Usage |
Application |
Master |
4.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #045-046, 053 tested in week 36 of next year. |
Classroom
|
|
Word: First/Last Name
The learner will be able to
write his/her first and last name from memory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Word |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Kindergarten |
Classroom
|
|
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 |
Activities |
| Paragraph Content: Topic Sentence |
Application |
Master |
1.5 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Prewriting: Strategies |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Prewriting: Strategies |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Strategies: Apply/Variety
The learner will be able to
apply a variety of prewriting strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting: Strategies |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
|
