|
|
|
Saint Odilo Catholic School |
|
Saint Odilo Curriculum 2005-06 |
|
Language Arts - Grade 4 |
|
|
Author: Comparing/Contrasting
The learner will be able to
compare and contrast the themes, points of view, and styles of two authors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Short Story: Analyzing
The learner will be able to
analyze a short story for details, emotions, and events, and predict the outcomes of the story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story/Short Story |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Genre/Cultures: Selecting Literature
The learner will be able to
independently select books from a variety of genres (biographies, nonfiction, fiction, diaries, and journals) and from multiple cultures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
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 15, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Informational: Synthesize
The learner will be able to
synthesize information from three entries from one or more reference books.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
Synthesis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
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, Fourth Grade |
Classroom
|
|
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 15, Objective Statement #4, Item #043, 050, 052 tested in week 36 of next year. |
Classroom
|
|
Short Story: Character/Analyze
The learner will be able to
analyze a character depicted in a short story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story/Short Story |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Short Story: Construct Meaning
The learner will be able to
construct meaning from a short story by interpreting details, the title, character motives and feelings, and by predicting outcomes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story/Short Story |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Narrative Patterns: Recognize
The learner will be able to
recognize narrative patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
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, Fourth Grade |
Classroom
|
|
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 15, Objective Statement #4, Item #049 tested in week 36 of next year. |
Classroom
|
|
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 15, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
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 15, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
|
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 15, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
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 15, Item #012, 015, 032, 053, 058 tested in week 36 of next year. |
Classroom
|
|
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 15, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
|
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 15, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
|
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 15, Item #012, 015, 032, 053, 058 tested in week 36 of next year. |
Classroom
|
|
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 15, Item #012, 015, 032, 053, 058 tested in week 36 of next year. |
Classroom
|
|
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 15, Item #014, 028, 056 tested in week 36 of next year. |
Classroom
|
|
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 15, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
|
Idiom: Define/Interpret
The learner will be able to
define and interpret idioms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Idiom |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Simile: Recognize
The learner will be able to
show an understanding of similes by reading sentences and choosing the best similes for the underlined words or phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Metaphor/Simile |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Metaphor: Interpret
The learner will be able to
interpret metaphors and show an understanding of how they are used in comparisons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Metaphor/Simile |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Edit: Context
The learner will be able to
edit a series of sentences for double negatives, verb forms, subject-verb agreement, redundancies, and clarity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Edit |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
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 15, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
|
Mechanics: Conventions
The learner will be able to
understand and apply English language conventions in the following areas: punctuation (commas, periods, quotation marks) and usage (pronouns, singular and plural nouns, subject/verb agreement, verb tenses, singular possessives).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mechanics |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
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, Fourth Grade |
Classroom
|
|
Comma: Understand
The learner will be able to
edit sentences for the correct use of commas and show an understanding of how commas alter meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 15, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
|
Title: Capitalize
The learner will be able to
capitalize a title.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Title |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth Grade |
Classroom
|
|
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, Fourth 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, Fourth Grade |
Classroom
|
|
Advertisement: Describe
The learner will be able to
find and describe information displayed in an advertisement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Advertisement |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Predict Outcome
The learner will be able to
analyze how elements of a story are connected, and utilize this analysis to make predictions about how a story might end.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, Objective Statement #2-3, Item #5, 38, 41, 46, 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 15, Item #026, 037, 063 tested in week 36 of next year. |
Classroom
|
|
Response Logs
The learner will be able to
keep a reading response log which includes sections for detailing events, and for providing an emotional and/or intellectual reaction to story elements. Such a log should be referred to by the student as a measure of the student's growth as a reader, for topics for group discussions, and as a way to become an engaged reader.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Logs |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Response: Activities
The learner will be able to
engage in self-initiated reading response activities such as prewriting on topics (lists, webbing, illustrations, graphs, clusters), maintaining reading response logs, discussing reading materials with peers, and forming questions about reading materials during which the student is able to recall key elements of reading materials, summarize, paraphrase main ideas, generalize about characters, explain how elements of reading materials may be connected, and remain open to the ideas and interpretations of others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Composing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
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 15, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Analyze: Main Characters
The learner will be able to
analyze main characters by creating story maps which highlight the adventures, personalities, and growth of main characters. Such maps should include quotes from main characters, other characters, and narrators, which substantiate commentary on the main characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character: Analyze |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, 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 15, Item #003, 023, 025 tested in week 36 of next year. |
Classroom
|
|
Analyze: Characters/Point of View
The learner will be able to
analyze story elements such as characters, point of view, setting, and story line, and discuss how these elements are connected.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements: Analyze |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
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 15, Objective Statement #3, Item #004, 007, 047 tested in week 36 of next year. |
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 15, Item #044 tested in week 36 of next year. |
Classroom
|
|
Draw Conclusion: Reading Material
The learner will be able to
draw conclusions about reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 15, Objective Statement #3, Item #008, 039-040 tested in week 36 of next year. |
Classroom
|
|
Draw Conclusion: Passage
The learner will be able to
draw logical and supported conclusions from passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, Objective Statement #4, Item #006, 019 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 15, 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 15, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Theme: Identify
The learner will be able to
identify the theme of a given reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Themes |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 15, Objective Statement #3, Item #044 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 15, 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 15, 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 15, Item #002 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 15, Item #002 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 15, 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, Fourth 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 15, 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 15, Item #020 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 15, 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 15, Objective Statement #4, Item #026, 037, 063 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 15, 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 15, 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 15, Item #035 tested in week 36 of next year. |
Classroom
|
|
Support: Examine
The learner will be able to
examine the adequacy of support in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Support |
Analysis |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 15, Item #036 tested in week 36 of next year. |
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 15, 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 15, Objective Statement #2 tested in week 36 of next year. |
Classroom
|
|
Sequence: Time/Identify
The learner will be able to
identify the time structure of a reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Knowledge |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth 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 15, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Structure: Style/Identify
The learner will be able to
identify the style structure of a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Knowledge |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
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 15, Objective Statement #5 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 15, Item #001, 017 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 15, 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 15, Item #061 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 15, 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 15, 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 15, 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 15, 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 15, 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 15, 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 15, Objective Statement #5, Item #018, 021, 062 tested in week 36 of next year. |
Classroom
|
|
Persuasion: Devices/Utilize
The learner will be able to
communicate a point of view utilizing persuasive devices (powerful examples, language, tone of voice, and sequencing events), and body language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persuasion |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
General: Guidelines/Follow
The learner will be able to
orally present a report, speech, poem, or story which follows the guidelines set by the class/teacher for an appropriate presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Group: Member/Participate
The learner will be able to
participate as an active member of a group preparing a presentation. The presentation should be appropriate for its purpose, the audience, and topic, and should incorporate audio/visual aids.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Group |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth Grade |
Classroom
|
|
Edit: Contextual
The learner will be able to
edit for correct spelling by transferring a knowledge of prefixes, suffixes, and their definitions to the spelling of words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth Grade |
Classroom
|
|
Root Words: Building
The learner will be able to
correctly spell words where an affix may or may not change the spelling of the root word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Affix |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Homophones
The learner will be able to
review sentences for the appropriate use and correct spelling of homophones.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Homophone |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth 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, Fourth Grade |
Classroom
|
|
Suffix: Spell
The learner will be able to
correctly spell words which have a suffix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
|
Study and Research Skills
|
|
|
Research Project: Management
The learner will be able to
work in a group and/or alone to decide on a research topic, develop a plan of action for completing the research, create a timeline for the project which includes each step of the research and presentation process, utilize resources such as encyclopedias, dictionaries, film, tape, experts, and technology, formulate a thesis statement, outline details, and prepare a presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Project |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Research Skills: Evaluating Resources
The learner will be able to
evaluate the usefulness of a resource book (to a given research project) by quickly skimming, reading a chapter title, index, title page, table of contents, glossary, paragraph headings, and visual aids.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Resource: Evaluating |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Dictionary: Identify/Locate Information
The learner will be able to
identify the kinds of information a dictionary contains and locate information in a dictionary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dictionary |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Outline: Titles
The learner will be able to
use organizational skills to complete an outline and choose the most appropriate title for a given outline.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Outline |
Application |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Encyclopedia: Locate Information
The learner will be able to
locate information in an encyclopedia.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Encyclopedia |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Diagrams: Keys
The learner will be able to
use a diagram and its accompanying keys.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Diagram |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Analogy
The learner will be able to
generate analogies which encompass the multiple levels of meaning and connotations of words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analogy |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Context: Analysis
The learner will be able to
draw logical conclusions about the meaning of words when they are presented within the context of a passage and utilize structural clues (affixes, base words, comparatives, superlatives, irregular verbs, pronouns and their referents, synonyms, and antonyms) to define unknown words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Word Choice: Poems
The learner will be able to
demonstrate a large vocabulary and the ability to use multiple-meaning words precisely by writing cinquains, haikus, diamantes, and acrostics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth Grade |
Classroom
|
|
Context: Technical
The learner will be able to
determine the meaning of unfamiliar technical terms by analyzing the context (a paragraph or more) in which the words are used.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Synthesis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Relationship
The learner will be able to
determine the meaning of a word through its relationship to another word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Relationship |
Application |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 |
Terra Nova, Multiple Assessments, 1997, Level 15, 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 15, Item #009, 022, 024, 042 tested in week 36 of next year. |
Classroom
|
|
Essay: Thematic
The learner will be able to
write a response to a literary topic which includes a clear thesis statement, an effective introduction, paragraphs which provide supporting details, elaboration, and examples, and a strong conclusion which ties the ideas and concepts presented in the essay together. The essay should follow a logical and consistent organizational pattern, utilize punctuation, grammar, literary devices, rich word choices, and a variety of sentence constructions to add emphasis and strength to key points, and reflect a style and voice appropriate for a given audience, purpose, and subject matter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Essay/Composition |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Writing as a Process: Expository
The learner will be able to
demonstrate the writing process (prewriting, drafting, revising, rewriting, editing, publishing) to create an expository piece.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing as a Process |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Edit: Language Conventions
The learner will be able to
proofread sentences for punctuation errors and complete sentences using correct punctuation and capitalization.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Language Conventions
The learner will be able to
edit written works for language conventions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 15, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Usage/Mechanics
The learner will be able to
edit final drafts of writing for correct use of the following conventions: pronouns, singular or plural nouns, subject-verb agreement, singular possessives, punctuation, and spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Revise: Content
The learner will be able to
revise writing in terms of content, style, voice, selection and sequence of ideas, and sentence structure (declarative, interrogatory, imperative, exclamatory). The student should show a willingness to be flexible, open to changes in drafts, and should view writing as a continuous process.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising: Content |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Style: Selecting
The learner will be able to
choose an appropriate writing style (expository, persuasive, narrative, or expressive) for a given purpose.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Style |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Topic Sentence: Create/Edit
The learner will be able to
create and edit a topic sentence which develops the topic of a given paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Content: Topic Sentence |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Collection: Compile
The learner will be able to
compile a portfolio of writing samples which includes writing from different content areas, short stories, reports, and poems with drafts from each stage of the writing process. The portfolio should also include an explanation of why the pieces were selected, a self-evaluation of progress made in writing, and a judgment statement on whether goals set by teacher and/or student were met.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Portfolios: Collection |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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 15, 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 15, Item #034, 037, 060, 063 tested in week 36 of next year. |
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 15, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Narrative: Events/Sequence
The learner will be able to
write a narrative which describes events in sequential order.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
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 15, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Research Paper: Development
The learner will be able to
understand the development of a research paper.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Paper |
Synthesis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Descriptive: Object/Idea
The learner will be able to
write to describe the qualities of an object or an idea.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
Classroom
|
|
Main Idea/Supporting Details
The learner will be able to
write a composition which includes a main idea and supporting details.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
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 15, Objective Statement #8, Item #045, 055 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 15, 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 15, 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 15, 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 15, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Paragraph Coherence
The learner will be able to
edit a paragraph for cohesiveness, theme, and sequence of ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Content |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth 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, Fourth Grade |
Classroom
|
|
Support: Write Text
The learner will be able to
write a supported text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Support |
Application |
Master |
1.5 |
Terra Nova, Multiple Assessments, 1997, Level 15, Objective Statement #8, Item #016, 051, 057 tested in week 36 of next year. |
Classroom
|
|
Conventions: Spacing Between Words
The learner will be able to
include a space between written words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Conventions |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fourth Grade |
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 15, 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 15, 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 15, 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 15, Item #010-011, 013, 031, 033, 054 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 15, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Strategies: Understand/Use Sources
The learner will be able to
understand how to use information sources as a prewriting strategy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting: Strategies |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 15, Objective Statement #8, Item #027, 029-030, 059 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 15, 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 15, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
|
