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Saint Odilo Catholic School |
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Saint Odilo Curriculum 2005-06 |
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Language Arts - Grade 2 |
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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, Second 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 13, 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 |
5.0 |
Terra Nova, Multiple Assessments, 1997, Level 13, 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 13, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
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Nonfiction: Understand
The learner will be able to
read and understand nonfiction reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nonfiction |
Comprehension |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 13, Item #056 tested in week 36 of next year. |
Classroom
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Noun: Singular/Identify
The learner will be able to
identify singular noun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
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Noun: Identify Correct Use in Sentence
The learner will be able to
identify the sentence with the correctly used noun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
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 13, Objective Statement #9 tested in week 36 of next year. |
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, Second 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 13, Objective Statement #7, Item #037, 054 tested in week 36 of next year. |
Classroom
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Pronoun: Appropriate/Identify
The learner will be able to
identify appropriate pronoun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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 13, 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 13, Item #006, 035, 052 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 13, 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 13, Objective Statement #7, Item #024, 058 tested in week 36 of next year. |
Classroom
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Paragraph: Indent
The learner will be able to
indent a paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Structure |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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 13, Item #006, 035, 052 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 13, Item #006, 035, 052 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 13, Objective Statement #7 tested in week 36 of next year. |
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, Second 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, Second 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, Second Grade |
Classroom
|
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Subject: Simple/Identify
The learner will be able to
identify the simple subject of a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Subject |
Knowledge |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
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Predicate: Main/Simple/Identify
The learner will be able to
identify the main or simple predicate of a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Predicate |
Knowledge |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second 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 13, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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Capitalization: Application of Rules
The learner will be able to
apply capitalization rules in his/her written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
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, Second Grade |
Classroom
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Comma: City/State
The learner will be able to
use a comma between a city and state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second Grade |
Classroom
|
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Quotation Mark: Dialogue
The learner will be able to
use quotation marks in a written dialogue.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Quotation Mark |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
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Apostrophe: Possessive
The learner will be able to
use apostrophes in possessives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second 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, Second Grade |
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 13, Objective Statement #7 tested in week 36 of next year. |
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, Second Grade |
Classroom
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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, Second Grade |
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, Second Grade |
Classroom
|
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Evaluating: Develop Criteria
The learner will be able to
develop criteria for evaluating an oral presentation, and 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, Second Grade |
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, Second Grade |
Classroom
|
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Multimedia: Incorporate/Presentation
The learner will be able to
incorporate multimedia tools (computers, drawings, videotapes, and dramatizations) into a presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Aids: Multimedia |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
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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, Second Grade |
Classroom
|
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Character: Role Playing
The learner will be able to
demonstrate a familiarity with characters from a literary selection by engaging in role playing. (e.g., interviewing another student, who is role playing as a character from the selection, asking questions which address character motivations, points of view, and which explore ideas presented in the literary selection).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
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Story Elements: Comprehension
The learner will be able to
demonstrate comprehension by articulating how story elements (characters, setting, problem, resolution, events, and illustrations) relate to each other, comparing and contrasting story elements, formulating questions about story elements, and relating to the challenges of favorite characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
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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, Second Grade |
Classroom
|
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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, Second Grade |
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 13, Item #015, 019 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 13, Obj. Statement #2-3, Item #003, 031-032, 041-042 tested in week 36 of next year. |
Classroom
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Response Logs
The learner will be able to
keep a journal of responses to their favorite stories (read independently or read aloud to them) which includes details from the stories and personal responses to the stories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Logs |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
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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 13, Item #024, 058, 060 tested in week 36 of next year. |
Classroom
|
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Prior Knowledge: Predicting
The learner will be able to
use prior knowledge about the world to make sense of what is read, and to make predictions about what will happen in a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prior Knowledge |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
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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 13, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
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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, Second Grade |
Classroom
|
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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, Second 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 13, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Monitor: Strategies/Develop
The learner will be able to
develop strategies for monitoring his/her reading process.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Monitor |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 13, Item #004 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, Second Grade; Terra Nova, Multiple Assessments, 1997, Level 13, Objective Statement #3, Item #008, 043 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, Second 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, Second 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 13, Objective Statement #3, Item #026, 057 tested in week 36 of next year. |
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, Second 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 13, Objective Statement #4, Item #010 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 13, 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 13, 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, Second 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, Second Grade; Terra Nova, Multiple Assessments, 1997, Level 13, Objective Statement #3 tested in week 36 of next year. |
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 13, 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 13, Objective Statement #2 tested in week 36 of next year. |
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 13, Item #009, 016-018 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 13, Item #009, 016-018 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 13, Objective Statement #3 tested in week 36 of next year. |
Classroom
|
|
Story Elements: Original Endings
The learner will be able to
write an original ending to a story incorporating appropriate elements consistently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Application |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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 13, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Compare/Contrast: Reading Materials
The learner will be able to
compare and contrast reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Application |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 13, Item #002, 060 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 13, Item #005, 011-012, 038, 044, 046-047 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 13, 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 13, Objective Statement #4, Item #015, 019 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 13, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Alliteration: Identify/Use
The learner will be able to
identify and use alliteration.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alliteration |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
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 13, Objective Statement #3 tested in week 36 of next year. |
Classroom
|
|
Critical Thinking: Reading Materials
The learner will be able to
critically examine reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking |
Evaluation |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 13, Item #024 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, Second 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 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade; Terra Nova, Multiple Assessments, 1997, Level 13, 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 13, 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, Second Grade |
Classroom
|
|
Generalization: Passage
The learner will be able to
make a generalization based on passage elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Generalization |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade; Terra Nova, Multiple Assessments, 1997, Level 13, Item #020 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 13, 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 13, 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 13, 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, Second Grade |
Classroom
|
|
Trait: Identify/Short Passage
The learner will be able to
identify character traits from a short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character: Trait |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Motive: Infer/Short Passage
The learner will be able to
infer character motive from a short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character: Motive |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Evaluate: Response/Intent
The learner will be able to
evaluate the intent of character response.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character: Evaluate |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
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 13, 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 13, 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 13, 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 13, 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 13, 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 13, 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 13, Objective Statement #5, Item #001, 027-029, 060 tested in week 36 of next year. |
Classroom
|
|
Purposes: Solve Problems
The learner will be able to
use speech as a way to think out loud and solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Creative: Present/Recite
The learner will be able to
present or recite short stories (which include beginnings, plots, conflicts, characters, resolutions, and elaboration of detail), poems, riddles, nonsense verses, and songs in a focused manner.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Creative |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Verbal/Nonverbal: Communicate
The learner will be able to
communicate effectively using the appropriate intonations, volume control, gestures, body language, a variety of complex sentence structures, correct tenses and plurals/singulars, and vocabulary for a given listener.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Verbal/Nonverbal |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second 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, Second 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, Second Grade |
Classroom
|
|
Spelling/Meaning: Connecting
The learner will be able to
make connections between word structure, the meaning of words, and how words are spelled.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second 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, Second 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, Second 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, Second Grade |
Classroom
|
|
Prefixes
The learner will be able to
correctly spell words that have a prefix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prefix |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
|
Study and Research Skills
|
|
|
Research Skills: Developing
The learner will be able to
develop the following research skills: alphabetize words to the third letter (to look up the words in a reference text), find materials in a library, and describe parts of a book (title page, index, table of contents).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Dictionary: Guide Words
The learner will be able to
determine the best set of dictionary guide words for a given word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dictionary |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second Grade |
Classroom
|
|
Index: Locate Information
The learner will be able to
locate page numbers for specific topics when given an index.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Index |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second 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, Second 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, Second Grade |
Classroom
|
|
Alphabetizing: Three-step
The learner will be able to
alphabetize a series of words to the third letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alphabetizing |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second Grade |
Classroom
|
|
Title Page: Interpret Information
The learner will be able to
interpret information on a title page.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Title Page |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second 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, Second 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, Second Grade |
Classroom
|
|
Strategies: Vocabulary Log
The learner will be able to
maintain a vocabulary notebook with words from content area reading, daily life, spelling words, and grade level literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Analyze: Contextual Analysis
The learner will be able to
decode unfamiliar words based on patterns of the English language and contextual clues, and give substitute words for synonyms, antonyms, and homonyms (in the context of a sentence).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies: Analyze |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Prefix: Word Meaning
The learner will be able to
identify the meaning of a word containing a prefix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prefix |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Suffix: Word Meaning
The learner will be able to
define a word containing a suffix as it is used in a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Analogy: Understand
The learner will be able to
understand and complete analogies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analogy |
Analysis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second 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, Second 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, Second 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, Second Grade; Terra Nova, Multiple Assessments, 1997, Level 13, 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 13, Item #021, 030, 033, 045 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, Second Grade |
Classroom
|
|
Vowels: Digraphs/Diphthongs
The learner will be able to
recognize the correct sound of digraphs and diphthongs given in context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Vowels: Auditory Discrimination
The learner will be able to
recognize the long and short sounds of vowels.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second 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, Second Grade |
Classroom
|
|
Writing as a Process: Essays
The learner will be able to
utilize the writing process (prewriting, drafting, revising, rewriting, editing, and publishing) to create a narrative, informative, or descriptive piece.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing as a Process |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Expository: Beginning/Middle/End
The learner will be able to
write a passage which contains organized ideas, with a clear beginning, middle, and end.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Descriptive: Process
The learner will be able to
describe a process which involves a familiar activity (making a sandwich, making a bed, cleaning a room, giving directions to get to school or the bus stop, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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 13, 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 13, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Punctuation/Spelling
The learner will be able to
focus on the editing stage of the writing process by editing a final draft of writing for correct use of the following conventions: commas (cities/states, and months/years), apostrophes (in contractions and possessives), periods (as end marks and in abbreviations), and spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Printing/Cursive
The learner will be able to
print legibly with evenly spaced words, and begin to practice writing in cursive.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Cursive |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Expressive: Prompts
The learner will be able to
respond to oral, written, and pictorial prompts, and express feelings in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expressive |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
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, Second 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, Second 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 13, 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 13, Item #025, 059 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, Second 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, Second Grade |
Classroom
|
|
Response: Outside Stimuli
The learner will be able to
write a response to either an oral, visual, or written stimulus.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Responses |
Application |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second 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, Second 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, Second 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, Second 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 13, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Expository: Paragraph
The learner will be able to
write an expository paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Narrative: Short
The learner will be able to
write a brief narrative.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
Classroom
|
|
Persuasive: Paragraph
The learner will be able to
write a persuasive paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persuasive |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Second Grade |
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 13, Item #036, 048 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 13, 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 13, Objective Statement #8, Item #013 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 13, 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 13, 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 13, Objective Statement #9, Item #039-040, 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 13, Objective Statement #9, Item #051 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 13, Objective Statement #8, Item #055 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 13, 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 13, 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 13, 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 |
5.0 |
Terra Nova, Multiple Assessments, 1997, Level 13, Item #007, 014, 022-023, 053 tested in week 36 of next year. |
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 13, Objective Statement #8, Item #034, 049 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 13, 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 13, 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 13, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
|
