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Saint Odilo Catholic School |
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Saint Odilo Curriculum 2005-06 |
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Language Arts - Grade 3 |
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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 |
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The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
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Informational Sources: Synthesizing
The learner will be able to
begin to understand how to synthesize information from multiple sources by summarizing one to two entries on a single topic from a resource book (dictionary, encyclopedia, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
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Short Story: Modeling
The learner will be able to
show an understanding of a short story, read independently, by mapping out an original story which models the grade level short story in terms of themes or genre. The map should incorporate characters, plot, climax, resolution, setting, and possibly illustrations. Then, using details included on the map, the student should write the original story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story/Short Story |
|
Master |
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The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
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Sample: Genres
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
IL: Learning Standards, July 1997, Early Elementary |
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, Third Grade |
Classroom
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Author: Compare/Contrast
The learner will be able to
compare and contrast different authors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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 14, 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, Third 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 14, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
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Genre: Identify
The learner will be able to
identify the genre of a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
Knowledge |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
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 14, Objective Statement #4, Item #053, 055 tested in week 36 of next year. |
Classroom
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Sample: Language Arts Processes
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Processes: Usage |
|
Master |
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IL: Learning Standards, July 1997, Early Elementary |
Classroom
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Conventions: Demonstrate Awareness
The learner will be able to
demonstrate an awareness of the conventions of the English language through writing samples and responses to the writing of others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
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Noun: Plural/Possessive/Supply
The learner will be able to
supply the correct form of a plural, possessive, or plural possessive noun in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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 14, Objective Statement #9 tested in week 36 of next year. |
Classroom
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Verb Tense: Complete Sentence/Forms
The learner will be able to
indicate the correct verb tense (including past, present, plural, and/or future forms) for a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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 14, Objective Statement #7 tested in week 36 of next year. |
Classroom
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Adverb: Choose Word/Phrase
The learner will be able to
choose the word or phrase with the correct adverb (including positive, comparative, and superlative forms) that best completes the sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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 14, 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 14, Item #012, 039 tested in week 36 of next year. |
Classroom
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Sentence Structure: Construction
The learner will be able to
recognize and construct complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
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 14, 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 14, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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Fragment: Identify
The learner will be able to
identify incomplete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 14, Item #012, 039 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 14, Item #012, 039 tested in week 36 of next year. |
Classroom
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Fragment/Run-On: Edit
The learner will be able to
edit a series of sentences for fragments or run-ons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
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Sentence Combining
The learner will be able to
combine multiple complete sentences into one complete sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 14, Item #013, 036, 058 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 14, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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Sentence Combining: Three Sentences
The learner will be able to
combine a series of three simple sentences into one correct sentence by adding a phrase or clause, compound predicates, compound subjects, or cumulative adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
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Adjective: Complete Sentence
The learner will be able to
choose the word or phrase with the correct adjective (including positive, comparative, and superlative forms) that best completes the sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Knowledge |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
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Edit: Context
The learner will be able to
edit a series of sentences for errors such as double negatives, verb forms, subject-verb agreement, and redundancies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Edit |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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 14, Objective Statement #7 tested in week 36 of next year. |
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, Third 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, Third 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, Third 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, Third Grade |
Classroom
|
|
Comma: Series/Items/Identify
The learner will be able to
identify the correct use of a comma with items in a series.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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, Third Grade |
Classroom
|
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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, Third 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, Third Grade |
Classroom
|
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Capitalization: Initials
The learner will be able to
capitalize initials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
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Capitalization: Direct Quote
The learner will be able to
capitalize the first word in a direct quote.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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 14, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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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, Third Grade |
Classroom
|
|
Response: Story/Analyze/Discuss
The learner will be able to
analyze a story and discuss story elements after hearing it read aloud. This includes identifying the main idea, events, sequence, and details of the story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Sample: Listening
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Processes |
|
Master |
|
IL: Learning Standards, July 1997, Early Elementary |
Classroom
|
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Discussion: Group/Respond
The learner will be able to
respond to others (in a group discussion) by paraphrasing the comments of others, asking poignant questions, and demonstrating patience while listening.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Evaluating: Student/Teacher Criteria
The learner will be able to
evaluate the oral presentations given by others on the basis of a set of student/teacher developed criteria (cohesive main idea, consistent organization of supporting ideas, and effective speaking style).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Evaluating |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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, Third Grade |
Classroom
|
|
Illustrator: Exploring
The learner will be able to
explore the pictures of his/her favorite illustrators.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Illustrator |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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, Third Grade |
Classroom
|
|
Illustrator: Compare/Contrast
The learner will be able to
compare and contrast different illustrators.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Illustrator |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
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, Third Grade |
Classroom
|
|
Story Elements: Interpreting
The learner will be able to
interpret literature by identifying, discussing, comparing, contrasting, and making connections about the story elements of one and/or two sources, in writing and in small group settings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Story Elements: Mapping
The learner will be able to
apply reading skills by creating a story map for a short story. The story map should demonstrate the student's understanding of both key details and intangible concepts (themes, character's feelings, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Sample: Reading Operations
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
|
Master |
|
IL: Learning Standards, July 1997, Early Elementary |
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, Third 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 14, Objective Statement #2-3, Item #1, 3, 5-7, 45, 48 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 14, Item #002, 064 tested in week 36 of next year. |
Classroom
|
|
Construct Meaning: Strategies
The learner will be able to
utilize the following context and content strategies for constructing meaning from reading materials: using prior knowledge to understand what is read, recognizing familiar words, interpreting punctuation, syntax, and sentence structure as clues to how sentences should be read, and sounding out words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Strategies |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Response Logs
The learner will be able to
keep a reading response log which includes details from various reading selections and personal reactions to these selections. The student should use the log to review content, reflect on feelings, and to prepare to write or speak in a formal manner about a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Logs |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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 14, Item #031 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 14, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Reading Selections: Select
The learner will be able to
independently select a variety of literature to read (nonfiction, fiction, articles, and multicultural sources) for pleasure and to obtain information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Selecting/Sharing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
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, Third 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 14, 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 14, Item #047, 054 tested in week 36 of next year. |
Classroom
|
|
Cause/Effect: Understanding
The learner will be able to
understand the relationship between cause and effect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #3, Item #044, 062 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, Third Grade |
Classroom
|
|
Main Idea: Stated
The learner will be able to
determine the main idea stated in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Analysis |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 14, Item #008, 014, 021, 043, 050 tested in week 36 of next year. |
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, Third 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 14, Objective Statement #3, Item #046, 061 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, Third Grade |
Classroom
|
|
Predict Outcome: Illustrations
The learner will be able to
use illustrations to predict outcomes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Predict Outcome: Scanning Text
The learner will be able to
scan text to predict outcome.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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 14, Objective Statement #4, Item #017 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 14, 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 14, 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, Third 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 |
Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #3, Item #8, 14, 21, 43, 50 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 14, 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 14, 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 14, Item #016, 052 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 14, Item #016, 052 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 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade; Terra Nova, Multiple Assessments, 1997, Level 14, Objective Statement #3 tested in week 36 of next year. |
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, Third 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 14, 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 14, Item #018-020, 049 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 14, 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 14, Objective Statement #4, Item #002, 064 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 14, 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 14, 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 14, Item #022-023, 025 tested in week 36 of next year. |
Classroom
|
|
Onomatopoeia: Use
The learner will be able to
understand and use onomatopoeia.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Onomatopoeia |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
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, Third 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 14, 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 14, 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, Third Grade |
Classroom
|
|
Sequence: Use/Understand
The learner will be able to
use sequence to understand reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 14, Item #015 tested in week 36 of next year. |
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, Third 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 14, 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 14, Objective Statement #5, Item #026-027 tested in week 36 of next year. |
Classroom
|
|
Reading Behaviors: Initial Understanding
The learner will be able to
demonstrate an initial understanding of a text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 14, Item #029, 060 tested in week 36 of next year. |
Classroom
|
|
Topic Sentence: Select
The learner will be able to
show reading comprehension by selecting the most appropriate topic sentence for a given paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph |
Synthesis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
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 14, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Synthesizing: Information/Multiple Texts
The learner will be able to
demonstrate skills for constructing meaning by synthesizing information from multiple written texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Synthesizing |
Synthesis |
Master |
5.0 |
Terra Nova, Multiple Assessments, 1997, Level 14, Item #063 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, Third Grade |
Classroom
|
|
Fact: Identify
The learner will be able to
identify a statement as a fact.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fact |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Analyze: Literary Device/Reading
The learner will be able to
analyze literary devices used in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Device: Analyze |
Analysis |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 14, Item #004 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 14, 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 14, 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 14, 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 14, 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 14, 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 14, 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 14, Objective Statement #5, Item #024, 051 tested in week 36 of next year. |
Classroom
|
|
Recurring: Identify
The learner will be able to
identify recurring themes in reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Themes: Recurring |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Sample: Speaking
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Processes |
|
Master |
|
IL: Learning Standards, July 1997, Early Elementary |
Classroom
|
|
General: Report/Poem/Story/Event
The learner will be able to
present a report, poem, story, or current event to a group while pronouncing words appropriately, forming complete sentences, keeping to topic, and showing an awareness of the purpose of the presentation (to inform, to entertain), body language, eye contact, and voice modulation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
General: Opinions
The learner will be able to
express opinions (including support for the opinions) to a group, tell a story which includes characters, colorful details, a plot, climax, and a resolution, and give clear directions in a logical order to a group.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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, Third Grade |
Classroom
|
|
Story: Retell/Summarize
The learner will be able to
orally retell or summarize a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Edit: Contextual
The learner will be able to
develop an editing strategy for finding misspelled words within the context of editing for punctuation, grammar, and usage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Strategies
The learner will be able to
develop a study method for learning how to spell new words (such as keeping a log of words misspelled frequently).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Sight Words
The learner will be able to
analyze a series of words and identify which word is spelled incorrectly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sight Word |
Comprehension |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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, Third Grade |
Classroom
|
|
Spelling
The learner will be able to
choose a word that best completes a sentence and is spelled correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Complete Sentence |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Irregular Words
The learner will be able to
correctly write words with irregular spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Irregular Word |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
|
Study and Research Skills
|
|
|
Research Project: Group
The learner will be able to
participate as a member of a group working toward completing a research project. Group members should write a thesis, develop a plan for completing the necessary research, divide up responsibilities, and prepare a presentation of the topic which incorporates multimedia resources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Project |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Research Skills: Evaluating Resources
The learner will be able to
evaluate the usefulness of a book (as a resource tool) by skimming the table of contents, index, glossary, diagrams, and the titles and beginnings of chapters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resource: Evaluating |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Library: Library Resources/Utilize
The learner will be able to
utilize library resources for information and media tools (computers, books, films, tapes, periodicals, and resource aids).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference: Library/Community |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Map: Street
The learner will be able to
interpret maps containing keys and intersecting streets, and show an understanding of how to communicate directions to and from specific points on the map.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map |
Synthesis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Outline: Categorize
The learner will be able to
organize information in outline form by categorizing items and functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Outline |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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, Third 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, Third Grade |
Classroom
|
|
Glossary: Use
The learner will be able to
use a glossary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Glossary |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Testing: Strategies
The learner will be able to
understand effective test taking strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Chapter Titles: Organization
The learner will be able to
understand the organization of chapter titles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chapter Title |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Print Styles to Convey Meaning
The learner will be able to
understand the use of bold and italic letters in written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print Style |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Diagrams: Use
The learner will be able to
read and utilize information organized in diagram form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Diagram |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Friendly: Use Letter/Format
The learner will be able to
use the correct form for a friendly letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| General Letter Writing: Friendly |
Application |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Strategies
The learner will be able to
develop strategies for increasing his/her personal vocabulary (such as keeping a log of new words encountered in daily life, across the curriculum, and on class spelling lists, and their definitions).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Word Choice: Creative Writing
The learner will be able to
select interesting and accurate words when writing in various modes (stories, poetry, etc.), and practice incorporating new vocabulary words by creating simple analogies, haikus, diamantes, and rhyming couplets with consistent and cohesive themes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Analyze: Contextual Analysis
The learner will be able to
use structural analysis and contextual clues to define unfamiliar words found in the course of reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies: Analyze |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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, Third 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, Third Grade |
Classroom
|
|
Context: Analyzing
The learner will be able to
determine the meaning of unfamiliar words by analyzing the context (a paragraph) in which the words are used.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Word Structure: Analyze
The learner will be able to
determine the meaning of unfamiliar words by analyzing word structure (bases, affixes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Word Structure: Analyze Language
The learner will be able to
determine the meaning of unfamiliar words by analyzing language expressions and conventions (including antonyms, synonyms, definitions, explanations, descriptions, examples, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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, Third Grade; Terra Nova, Multiple Assessments, 1997, Level 14, 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 14, Item #030 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, Third 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, Third 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, Third 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, Third 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, Third 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, Third 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, Third 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, Third Grade |
Classroom
|
|
Prewriting: Conceptualizing
The learner will be able to
focus on prewriting and developing a draft with the confidence of knowing that there will be a specific time and stage (later in the process) in which to edit.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Essay: Style and Organization
The learner will be able to
explain the necessary components of narrative, expository, and persuasive writing (why and how these models are used), and practice these models.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Essay/Composition |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Writing as a Process: Narrative
The learner will be able to
demonstrate the writing process (prewriting, drafting, revising, rewriting, editing, publishing) by writing a personal narrative which includes properly sequenced details (events, descriptions, etc.) as well as intangible features such as a theme, main ideas, mood, etc.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing as a Process |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Sample: Writing
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Processes |
|
Master |
|
IL: Learning Standards, July 1997, Early Elementary |
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, Third Grade |
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 14, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Language Conventions
The learner will be able to
edit written works for the correct use of the following English language conventions: capitalization, periods, commas (cities/states, and month/year), apostrophes, spelling, and paragraph indentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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 14, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Revise: Usage
The learner will be able to
revise writing to improve the following areas: sentence construction, the flow of ideas, and the clarity of an implied or stated main idea.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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, Third Grade |
Classroom
|
|
Collection: Compile
The learner will be able to
compile a portfolio of writing samples which includes writing from different content areas, narratives, expository pieces, and short stories with drafts from each stage of the writing process. The portfolio should also include an explanation of why the pieces were selected and a self-evaluation of progress made in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Portfolios: Collection |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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 14, 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 14, Item #032, 062, 064 tested in week 36 of next year. |
Classroom
|
|
Edit: Resources
The learner will be able to
use outside resources, such as a dictionary, to edit written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third 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, Third Grade |
Classroom
|
|
Organization: Information
The learner will be able to
use writing as a way to organize information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 14, Item #033, 041 tested in week 36 of next year. |
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, Third 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 14, 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, Third 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, Third 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, Third 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 14, Item #042 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 14, 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 14, Objective Statement #8, Item #040 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 14, 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 14, 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 14, Objective Statement #9 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 14, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Paragraph Coherence/Evaluate
The learner will be able to
proofread a paragraph for coherence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Content |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Cursive: Letters
The learner will be able to
form cursive letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Cursive |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Third Grade |
Classroom
|
|
Topic: Choose
The learner will be able to
choose a topic for his/her writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Topic |
Comprehension |
Master |
0.5 |
Terra Nova, Multiple Assessments, 1997, Level 14, Item #034-035 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 14, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Transition: Conjunction/Use
The learner will be able to
use transitional conjunctions in his/her writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transition |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 14, 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 14, 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 14, 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 14, Item #009-010, 028, 037-038, 056-057, 059 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 14, Objective Statement #8, Item #011 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 14, 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 14, 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 14, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
|
