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Saint Odilo Catholic School |
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Saint Odilo Curriculum 2005-06 |
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Language Arts - Grade 1 |
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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, First Grade |
Classroom
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Author: Identify
The learner will be able to
identify favorite authors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Objective Statement #4 tested in week 36 of next year. |
Classroom
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Author Intention
The learner will be able to
identify the author's purpose in a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Intentions |
Analysis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 |
5.0 |
Terra Nova, Multiple Assessments, 1997, Level 12, 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 12, 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 12, Objective Statement #9 tested in week 36 of next year. |
Classroom
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Verb Tense: Appropriate
The learner will be able to
identify appropriate verb tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Verb Tense: Complete Sentence/Identify
The learner will be able to
identify the verb tense that best completes a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Subject-Verb: Agreement/Understand
The learner will be able to
understand subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
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Subject-Verb: Complete Sentence
The learner will be able to
complete a sentence with subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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Pronoun: Referent/Identify
The learner will be able to
identify appropriate pronoun referent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, 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 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade; Terra Nova, Multiple Assessments, 1997, Level 12, Item #022-023 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 12, 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 12, Objective Statement #7, Item #025, 051, 053 tested in week 36 of next year. |
Classroom
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Participle: Understand
The learner will be able to
identify and understand the correct use of past participles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Participle |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Item #022-023 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 12, Item #022-023 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 12, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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Adjective: Appropriate/Identify
The learner will be able to
identify appropriate adjective for a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Idiom: Identify
The learner will be able to
identify and understand grade specific idioms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Idiom |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Plural: Identify/Form/Sentence
The learner will be able to
identify the correct form of a plural noun within a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun: Plural |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Subject: Missing/Identify
The learner will be able to
identify the missing subject.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Subject |
Knowledge |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Predicate: Missing/Identify
The learner will be able to
identify missing predicate in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Predicate |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Past: Identify/Understand
The learner will be able to
identify and understand the correct use of past tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense: Past |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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Endmark: Sentence/Period/Use
The learner will be able to
correctly use a period at the end of a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Endmark: Question Mark/Use
The learner will be able to
correctly use a question mark at the end of a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Endmark: Orally Read Sentence
The learner will be able to
identify the endmarks for an orally read sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Names
The learner will be able to
capitalize names.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Family Relationships
The learner will be able to
capitalize family relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Days
The learner will be able to
capitalize the days of the week.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Months
The learner will be able to
capitalize the months of the year.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Names of People
The learner will be able to
capitalize the names of people.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Proper Nouns
The learner will be able to
capitalize proper nouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Address
The learner will be able to
capitalize an address.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: City/State
The learner will be able to
capitalize cities and states.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Holiday
The learner will be able to
capitalize holidays.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Names of Animals
The learner will be able to
capitalize the names of animals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Names of Buildings
The learner will be able to
capitalize names of buildings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Titles of Respect
The learner will be able to
capitalize titles of respect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Comma: Address
The learner will be able to
correctly use a comma in an address.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Comma: Dates
The learner will be able to
correctly use a comma in dates.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Comma: Salutation of a Letter
The learner will be able to
correctly use a comma after the salutation in a friendly letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Comma: Close of a Letter
The learner will be able to
correctly use a comma after the close of a letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Contraction: Identify
The learner will be able to
identify the words used to make a contraction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Contraction |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Contraction: Apostrophes
The learner will be able to
show an understanding of the use of apostrophes in contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Contraction |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Abbreviate: Period
The learner will be able to
correctly use a period at the end of an abbreviation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Abbreviate/Initial |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Overcapitalization: Close of Letter
The learner will be able to
recognize overcapitalization in the close of a letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Overcapitalization |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Overcapitalization: Adverbs
The learner will be able to
recognize overcapitalization in adverbs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Overcapitalization |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Overcapitalization: Common Nouns
The learner will be able to
recognize overcapitalization of common nouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Overcapitalization |
Knowledge |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Capitalization: Beginning of Sentence
The learner will be able to
capitalize the beginning of a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
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Capitalization: Pronoun "I"
The learner will be able to
capitalize the pronoun "I".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Capitalization: Salutation of Letter
The learner will be able to
capitalize the salutation in a letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Capitalization: Close of Letter
The learner will be able to
capitalize the close of a letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
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 12, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
|
Title: Capitalize
The learner will be able to
capitalize a title.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Title |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
Auditory Discrimination: Listen/Respond
The learner will be able to
listen to, respond to, and distinguish between environmental sounds, a variety of dialects, music, and specific rhythmic and beat patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Auditory Discrimination |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
Evaluating: Articulate/Support Opinion
The learner will be able to
evaluate an oral presentation by articulating an opinion (in writing or orally), and supporting the opinion (what do you feel and why) in a cohesive manner.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Evaluating |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
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 |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
Setting: Story/Identify
The learner will be able to
identify the setting of an orally read story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Setting |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
Inference: Orally Read Passage
The learner will be able to
make inferences from an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
Relationship: Interpret
The learner will be able to
interpret relationships expressed in numerical or spatial terms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Relationship |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Structure: Repeat Pattern
The learner will be able to
orally repeat a word pattern.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Application |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Media Presentation: Oral Report/Prepare
The learner will be able to
prepare an oral report to be presented before the class which incorporates at least two forms of media (drawings, charts, books, technology).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Presentation |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Illustrator: Identify
The learner will be able to
identify the works of a favorite illustrator.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Illustrator |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Story Elements: Comprehension
The learner will be able to
demonstrate comprehension of a literary selection by recalling and discussing characters, setting, sequence of events, and illustrations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Story Elements: Original Endings
The learner will be able to
read or listen to a grade level appropriate story and demonstrate an understanding of story elements by creating an original ending to the story, and telling the original ending to a peer group.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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, First Grade |
Classroom
|
|
Critical Thinking: Connecting
The learner will be able to
question and make associations about selected reading text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Reality/Fantasy: Interpreting
The learner will be able to
distinguish between the portrayal of reality and fantasy in literary selections. The student should demonstrate an understanding of these concepts through drawings, oral responses, and short written responses to literary selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real/Non-Real |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
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 12, Obj. Statement #2-3, Item #3,7,16,18,24,26,37 tested in week 36 of next year. |
Classroom
|
|
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 12, Item #025, 032-033, 041 tested in week 36 of next year. |
Classroom
|
|
Response Logs
The learner will be able to
maintain a reading response log which contains a list of selections read, and personal reactions to the selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Logs |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Response: Connection/Text
The learner will be able to
make connections among reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 12, Item #010, 017 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 12, 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, understanding the connection between print in a book and the message being read (to him/her) from the print, and imitating reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, 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, First Grade |
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, First Grade |
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 12, 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 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade; Terra Nova, Multiple Assessments, 1997, Level 12, Objective Statement #3 tested in week 36 of next year. |
Classroom
|
|
Main Idea: Short Passage
The learner will be able to
identify the main idea from a short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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, First Grade |
Classroom
|
|
Draw Conclusion: Short Passage
The learner will be able to
draw conclusions from a short reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Evaluation |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Objective Statement #3, Item #008, 015, 028, 031 tested in week 36 of next year. |
Classroom
|
|
Draw Conclusion: Implicit Information
The learner will be able to
draw a conclusion from implicit information found in a reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Predict Outcome: Pictures/Titles
The learner will be able to
use pictures and titles to predict an outcome.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Predict Outcome: Relationships
The learner will be able to
predict the outcome based on relating new information to prior knowledge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Objective Statement #4, Item #004 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 12, Objective Statement #4 tested in week 36 of next year. |
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 12, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Summary: Passage
The learner will be able to
summarize a reading passage in his/her own words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Synthesis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade; Terra Nova, Multiple Assessments, 1997, Level 12, Objective Statement #3 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, First Grade |
Classroom
|
|
Matching: Picture to 2 Sentences
The learner will be able to
identify the picture that best matches the meaning of two given sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Matching Pictures |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, 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 12, Objective Statement #2 tested in week 36 of next year. |
Classroom
|
|
Detail: Short Passage
The learner will be able to
identify story detail from short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Detail: Long Passage
The learner will be able to
identify story detail from long passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Comprehension |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Story Elements: Character/Identify
The learner will be able to
identify story elements, such as characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Knowledge |
Master |
0.5 |
Terra Nova, Multiple Assessments, 1997, Level 12, Item #001, 009, 039 tested in week 36 of next year. |
Classroom
|
|
Story Elements: Identify
The learner will be able to
identify story elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Knowledge |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 12, Item #001, 009, 039 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 12, Objective Statement #3 tested in week 36 of next year. |
Classroom
|
|
Figurative Language: Picture
The learner will be able to
identify picture showing inferred meaning of figurative language from a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Figurative Language: Infer Meaning
The learner will be able to
infer meaning from figurative language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Objective Statement #5 tested in week 36 of next year. |
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 12, Item #002, 038, 042 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 12, 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 12, Objective Statement #4, Item #025, 032-033, 041 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 12, Objective Statement #4 tested in week 36 of next year. |
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 12, Objective Statement #3 tested in week 36 of next year. |
Classroom
|
|
Construct Meaning: Correct Mistakes
The learner will be able to
recognize and correct his/her own reading mistakes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Title: Select
The learner will be able to
select appropriate title for a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Title |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Fiction: Identify
The learner will be able to
identify non-real situations in a short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real/Non-Real |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, 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 12, Objective Statement #2 tested in week 36 of next year. |
Classroom
|
|
Sequence: Short Passage
The learner will be able to
identify the sequence in a short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Comprehension |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, 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 12, 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 12, 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, First Grade |
Classroom
|
|
Feelings: Infer/Short Passage
The learner will be able to
infer character feeling from a short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character: Feelings |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, 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 12, 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 12, 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 12, 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 12, 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 12, 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 12, 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 12, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Creative: Stories/Present
The learner will be able to
present short stories which include beginnings, plots, conflicts, characters, resolutions, and elaboration of detail in a focused manner.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Creative |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Verbal/Nonverbal: Imitate
The learner will be able to
imitate the speech of others, exhibit volume control, and use gestures, expressions, and body language to communicate effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Verbal/Nonverbal |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Verbal: Personal Views
The learner will be able to
give personal views, recite short poems, riddles or nonsense verses, and sing songs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Verbal/Nonverbal |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Language Conventions: Apply
The learner will be able to
apply the conventions of tenses, plurals, and syntax, to form complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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, First Grade |
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, First Grade |
Classroom
|
|
Pronunciation: Final Sound/Substitute
The learner will be able to
perform substitution of final sounds in pronouncing words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronunciation |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Directions: Orally Give
The learner will be able to
orally give directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Strategies
The learner will be able to
utilize strategies (such as phonics) to determine the correct spelling of words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Consonant: Omissions
The learner will be able to
correctly spell words without omitting coronal consonants.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Consonant: Additions
The learner will be able to
correctly spell words without the addition of an obstruent stop.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Consonant: Substitutions
The learner will be able to
substitute the correct voiceless letter for its voiced phonetic counterpart when spelling consonant sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Vowels: Inclusion/Omission
The learner will be able to
correctly spell words by including silent e's or omitting unnecessary schwa sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Vowels: Digraphs
The learner will be able to
correctly spell words which have a digraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Vowels: Reversals
The learner will be able to
correctly spell vowel digraphs without reversing the order of the vowels.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Vowels: Substitutions
The learner will be able to
correctly substitute vowel digraphs for diphthong sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Sight Words: Context
The learner will be able to
identify correctly spelled sight words used in context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sight Word |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Sight Words: Orally Read Context
The learner will be able to
identify correctly spelled words when context is given orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sight Word |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Double Letters
The learner will be able to
correctly spell words that have double letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Double Letter |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Word Endings
The learner will be able to
correctly spell word endings including contractions and schwa sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Affix |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Schwa Sound
The learner will be able to
correctly spell words which have a schwa sound.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Schwa |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Suffix: Spell
The learner will be able to
correctly spell words which have a suffix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
|
Study and Research Skills
|
|
|
Dictionary: Locate Words
The learner will be able to
locate words in a dictionary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dictionary |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Dictionary: Entry/Spelling
The learner will be able to
identify the spelling of a word from a dictionary entry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dictionary |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Dictionary: Entry/Meaning
The learner will be able to
identify the meaning of a word based on the dictionary entry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dictionary |
Knowledge |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Sources: Variety
The learner will be able to
understand that information comes from a variety of sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Homework
The learner will be able to
complete assignments at home.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Study Skills |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
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, First Grade |
Classroom
|
|
Classifying: Linguistic Properties
The learner will be able to
classify linguistic properties.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Classifying: Properties of Objects
The learner will be able to
classify properties of objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification |
Application |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Classifying: Properties of Concepts
The learner will be able to
classify properties of concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Alphabetizing: Recite
The learner will be able to
recite the alphabet.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alphabetizing |
Knowledge |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Alphabetizing: One-step
The learner will be able to
alphabetize to the first letter of a word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alphabetizing |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Alphabetizing: Two-step
The learner will be able to
alphabetize to the second letter of a word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alphabetizing |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Table of Contents: Topics/Pages
The learner will be able to
read and identify topics and page numbers from a given table of contents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Table of Contents |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Title Page: Identify
The learner will be able to
identify the title page of a book.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Title Page |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Glossary: Locate Words
The learner will be able to
locate words in a glossary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Glossary |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Testing: Oral Directions
The learner will be able to
follow test directions read aloud by the teacher.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Testing: Written Directions
The learner will be able to
understand written test directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Testing: Formats
The learner will be able to
be familiar with various testing formats, such as multiple choice, essay, fill in the blank, and matching.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Reference Form: Identify
The learner will be able to
identify newspaper, dictionary, and encyclopedia as sources of information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference Form |
Synthesis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Reference Form: Globe/Books/Newspapers
The learner will be able to
use globes, books, and newspapers as references.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference Form |
Analysis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Word Relationships
The learner will be able to
understand word relationships (antonyms, homonyms, homophones, and homographs).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Relationships |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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, First Grade |
Classroom
|
|
Word Choice: Parallel Meaning
The learner will be able to
substitute words in a given sentence with parallel words that follow the sentence structure and maintain the sentence meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Compound Word: Identify
The learner will be able to
identify a compound word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compound Word |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Synonym: Identify Vocabulary
The learner will be able to
identify the synonym of a given vocabulary word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Synonym |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Antonym
The learner will be able to
determine the antonym (opposite) of a vocabulary word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Antonym |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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, First Grade |
Classroom
|
|
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 |
Activities |
| Complete Sentence |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Homonym: In Context
The learner will be able to
recognize and correctly use homonyms in context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Homonym |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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, First Grade |
Classroom
|
|
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 |
Activities |
| Context |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Context: Word Meaning
The learner will be able to
infer word meaning from context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Analysis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Negative Words
The learner will be able to
use and understand negative words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Negative Word |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade; Terra Nova, Multiple Assessments, 1997, Level 12, 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 12, Item #019, 029-030, 040, 051, 053 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 12, Item #005-006, 027, 034-036, 043-044, 050 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 12, 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, First Grade |
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, First Grade |
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, First Grade |
Classroom
|
|
Vowels: Match Interior Sound/Picture
The learner will be able to
identify the word with the same long or short vowel sound as is in the name of a given illustration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Vowels: Match Interior Sounds
The learner will be able to
identify words with the same interior vowel sounds (all long and short vowels) as a word read aloud by the teacher.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Objective Statement #6 tested in week 36 of next year. |
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, First Grade |
Classroom
|
|
Compound Word: Orally Read
The learner will be able to
identify an orally read compound word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compound Word |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Contractions: Orally Read in Context
The learner will be able to
identify the words used to make up an orally read contraction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Contraction |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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, First Grade |
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, First Grade |
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, First Grade |
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, First Grade |
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, First Grade |
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, First Grade |
Classroom
|
|
Sounds: Identify Relationship/Context
The learner will be able to
identify the relationship between letters and their sounds within the context of a given word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Letters: Sounds |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Orally Read: Sentence/Identify Form
The learner will be able to
identify the form of a given word as it is used in a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word: Orally Read |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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, First Grade |
Classroom
|
|
Writing as a Process: Conceptualizing
The learner will be able to
understand that writing is a process (prewriting, drafting, revising, rewriting, editing, and publishing).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing as a Process |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Emergent Writing: Planning
The learner will be able to
begin to organize and plan what is written, convey original ideas in writing, and write short notes and letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Emergent Writing: Generating Ideas
The learner will be able to
title a given picture, and write or tell a short story about a picture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Objective Statement #9 tested in week 36 of next year. |
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 12, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
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 |
Activities |
| Writing Behaviors |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Collection: Styles/Range
The learner will be able to
compile a portfolio which includes a range of writing styles (narratives, poems, stories, expository, and letters), personal growth, examples of each stage of the writing process, and a self-evaluation of progress.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Portfolios: Collection |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Revise: First Draft
The learner will be able to
revise a first draft based on suggestions and comments from the teacher.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Drafting: First Draft
The learner will be able to
understand and produce a first draft.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Technological Tools: Writing Equipment
The learner will be able to
use writing equipment, such as a computer or typewriter, with teacher assistance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Technologies |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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, First Grade |
Classroom
|
|
Story Elements: Beginning/Middle/End
The learner will be able to
write a story which contains a beginning, middle and end.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Story Elements: Conclusion Sentence
The learner will be able to
write a sentence that best concludes a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Sequence: Identify
The learner will be able to
identify correct sentence sequence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Knowledge |
Master |
0.5 |
Terra Nova, Multiple Assessments, 1997, Level 12, Item #011-012 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 12, 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 12, Objective Statement #8, Item #020-021 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 12, 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 12, 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 12, Objective Statement #9, Item #046-048 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 12, Objective Statement #9, Item #049 tested in week 36 of next year. |
Classroom
|
|
Lower Case
The learner will be able to
write lower case letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Cursive |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Upper Case
The learner will be able to
write upper case letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Cursive |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Revise: Final Draft/Legibility
The learner will be able to
write a legible final draft.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising: Collaborative |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
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 12, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Conventions: Spacing Between Words
The learner will be able to
include a space between written words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Conventions |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, First Grade |
Classroom
|
|
Transition: Conjunction/Use
The learner will be able to
use transitional conjunctions in his/her writing.
| |
