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Saint Odilo Catholic School |
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Saint Odilo Curriculum 2005-06 |
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Language Arts - Grade 5 |
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Informational Sources: Synthesizing
The learner will be able to
make connections among sources, authors, and daily experiences by synthesizing information read in three entries of a particular resource (newspapers, magazines, books) and judging the information on specific criteria (set by teacher and/or student) such as the value of the information, how well the authors of the sources made and substantiated their points, etc.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
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Master |
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The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
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Narrative Patterns: Applying
The learner will be able to
recognize and apply narrative patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #4 tested in week 36 of next year. |
Classroom
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Author Intention: Evaluate
The learner will be able to
evaluate the author's purpose in a given work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Intentions |
Evaluation |
Master |
5.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, Objective Statement #4 tested in week 36 of next year. |
Classroom
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Point of View: Evaluate
The learner will be able to
evaluate how author point of view influences reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Point of View |
Evaluation |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, Objective Statement #4 tested in week 36 of next year. |
Classroom
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Comprehend: Differences
The learner will be able to
understand the differences of various genres.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre: Comprehend/Understand |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, Item #024 tested in week 36 of next year. |
Classroom
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Noun: Forms/Edit
The learner will be able to
edit writing for noun forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Comprehension |
Master |
1.5 |
Terra Nova, Multiple Assessments, 1997, Level 16, Objective Statement #9 tested in week 36 of next year. |
Classroom
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Subject-Verb: Agreement
The learner will be able to
use correct subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, Objective Statement #7 tested in week 36 of next year. |
Classroom
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Pronoun: Case/Edit
The learner will be able to
edit written works for correct use of pronouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, 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 16, Item #008 tested in week 36 of next year. |
Classroom
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Sentence Structure: Recognize Errors
The learner will be able to
recognize and correct errors in sentence structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, Item #021 tested in week 36 of next year. |
Classroom
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Sentence Structure: Grammar/Effective
The learner will be able to
write grammatically correct, effective sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, 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 16, 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 16, Item #008 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 16, Item #008 tested in week 36 of next year. |
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 16, Item #007, 039, 052 tested in week 36 of next year. |
Classroom
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Sentence Combining: Concise/Clarity
The learner will be able to
combine two sentences concisely and with clarity of meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, Objective Statement #7 tested in week 36 of next year. |
Classroom
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Sentence Combining: Multiple Sentences
The learner will be able to
combine a series of sentences by adding a phrase or clause, using conjunctions for smooth transitions, and using compound predicates, subjects, and objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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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, Fifth Grade |
Classroom
|
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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, Fifth Grade |
Classroom
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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, Fifth Grade |
Classroom
|
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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, Fifth Grade |
Classroom
|
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Conjunction: Use
The learner will be able to
correctly use conjunctions in a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conjunction |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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Capitalization: Complete Sentence
The learner will be able to
apply knowledge of capitalization rules by identifying the correct capitalization required to complete a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
|
Master |
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The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
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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, Fifth Grade |
Classroom
|
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Punctuation: Use
The learner will be able to
use periods (in abbreviations and at the end of sentences), question marks, exclamation marks, commas (in letter openings/closings, dates, between cities and states, and with direct quotes), and apostrophes (possessives and contractions).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
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Summary: Summarize/Respond
The learner will be able to
summarize oral presentations given by others, and respond appropriately to another by paraphrasing their point of view and providing counterpoints.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
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Master |
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The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
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Speech: Content/Critique
The learner will be able to
critique a speaker for speech content (ideas selected for speech, organization of ideas, facts and opinions given as support, appropriateness of topic for given audience).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speech |
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Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Questions: Clarify/Analyze/Synthesize
The learner will be able to
formulate questions which require a speaker to clarify meaning, analyze, and synthesize information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
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Draw Conclusion: Underlying Relationship
The learner will be able to
draw a conclusion from underlying relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Evaluation |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Detail: Relevant/Irrelevant/Distinguish
The learner will be able to
distinguish between relevant and irrelevant details in an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Evaluation |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Main Idea: Identify
The learner will be able to
identify the main idea in an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Informational Concept: Basic
The learner will be able to
understand basic informational concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Concept |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Inference: Orally Read Passage
The learner will be able to
make inferences from an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Story Elements: Response
The learner will be able to
read a grade level appropriate story and demonstrate comprehension of the story by taking one element (a character, the setting, a theme) and writing an original story which develops and elaborates on the element by placing it in a new scenario. (e.g., Write an original story which captures the themes of maturity, personal growth, rites of passage, and becoming an adult from a young adult literary selection.) The student must identify the element, explore it, and capture it in an original piece. The student should also write a reflection piece which explains why specific creative decisions were made in writing the original story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Story Elements: Revising
The learner will be able to
add new details, characters, or a new ending, to a short story. The additions should reflect a familiarity with the story and be consistent with the story in some way (style, theme, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Strategies: Self-Checking
The learner will be able to
develop methods for self-checking comprehension (rereading, self-questioning, skimming, responding in writing, summarizing, listing events in sequential order, separating causes/effects and facts/opinions, and thinking about the logical next steps, words, events of a story).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Relationship
The learner will be able to
analyze and discuss cause and effect, fact and opinion, propaganda, and assumptions in literature, in small group settings, and in written responses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Relationship |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Response: Judging
The learner will be able to
read and interpret selections of fiction and nonfiction, and be able to make inferences, draw conclusions, and judge the selections on a given set of criteria.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Critical |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Comprehension: Display Skills
The learner will be able to
display comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 16, Obj. Statement #2-3, Item #11,23,32,34,47,55,62 tested in week 36 of next year. |
Classroom
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Reading Behaviors: Apply
The learner will be able to
apply meaning while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 16, Item #015, 031, 058, 066 tested in week 36 of next year. |
Classroom
|
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Construct Meaning: Clues
The learner will be able to
consider book titles, chapter titles, illustrations, and prior exposure (to topics, genres, authors, time periods, etc.) as clues to constructing meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Strategies |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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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, Fifth Grade |
Classroom
|
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Response: Short Paper
The learner will be able to
write a brief response to a short passage which addresses the necessary points and details and shows an understanding of the passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Composing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
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Response: Connection/Text
The learner will be able to
make connections among reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 16, Item #013, 025, 063 tested in week 36 of next year. |
Classroom
|
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Prior Knowledge: Understand Text
The learner will be able to
use prior knowledge to understand texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prior Knowledge |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 16, Objective Statement #5 tested in week 36 of next year. |
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 16, 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 16, Item #048 tested in week 36 of next year. |
Classroom
|
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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 16, Objective Statement #3 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 16, Item #001, 065 tested in week 36 of next year. |
Classroom
|
|
Main Idea: Implied
The learner will be able to
identify the implied main idea of a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #3, Item #033, 035-036, 050 tested in week 36 of next year. |
Classroom
|
|
Predict Outcome: Nonfiction
The learner will be able to
demonstrate the ability to predict the outcome of a given nonfiction passage (using details from the text to justify an outcome).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #4 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 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade; Terra Nova, Multiple Assessments, 1997, Level 16, Objective Statement #4, Item #22, 037 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 16, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Summary: Passage Elements
The learner will be able to
read a given passage, and summarize the main ideas, facts, and details of the passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #3, tested in week 36 of next year. |
Classroom
|
|
Inference: Information
The learner will be able to
make inferences from information in written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Analysis |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, 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 16, 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 16, Item #004, 029 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 16, Item #004, 029 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 16, Objective Statement #3 tested in week 36 of next year. |
Classroom
|
|
Passage Elements: Contrast
The learner will be able to
find contrasts with passage elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, 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 16, Item #030 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 16, 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 16, Objective Statement #4, Item #015, 031, 058, 066 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 16, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Sources of Text
The learner will be able to
determine the source of a piece of text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Source |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Plot: Climax
The learner will be able to
recognize plot climax in reading selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plot |
Comprehension |
Master |
0.5 |
Terra Nova, Multiple Assessments, 1997, Level 16, 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 16, Item #014 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 16, 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 16, 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, Fifth 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 16, Item #003 tested in week 36 of next year. |
Classroom
|
|
Questions: Aid Understanding
The learner will be able to
generate questions to aid understanding while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, Objective Statement #5, Item #049 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 16, Objective Statement #5, Item #061 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 16, 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 16, Item #057 tested in week 36 of next year. |
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 16, Item #002, 009, 012 tested in week 36 of next year. |
Classroom
|
|
Techniques: Discern/Reading Materials
The learner will be able to
discern persuasive techniques used in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persuasive: Techniques |
Analysis |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, Item #064 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 16, 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 16, 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 16, 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 16, 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 16, 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 16, 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 16, Objective Statement #5, Item #056 tested in week 36 of next year. |
Classroom
|
|
Informative: Panel/Speech/Interview
The learner will be able to
present information to a group in a panel, speech, interview, or dramatization format using body language, eye contact, effective word choices and sentence construction, voice modulation, timing, and precise pronunciation to communicate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Informative |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth Grade |
Classroom
|
|
Edit: Contextual
The learner will be able to
edit for spelling using context clues, affixes, base words, and other spelling patterns, and make connections between word etymology, spelling, and meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth Grade |
Classroom
|
|
Vowels: Substitutions
The learner will be able to
correctly substitute vowel digraphs for diphthong sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Vowels: Diphthongs
The learner will be able to
correctly use and spell diphthongs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth 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, Fifth 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, Fifth Grade |
Classroom
|
|
Sound/Letter: Multiple Representations
The learner will be able to
correctly spell words whose sounds have multiple letter representations (graphemes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiple Letter Representation |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth 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, Fifth 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, Fifth Grade |
Classroom
|
|
|
Study and Research Skills
|
|
|
Research Project: Management
The learner will be able to
work in a group, as an actively participating member, to decide on a research topic, plan the project, set goals, make timelines for completing the project on time, develop a thesis statement, collect, compile, and synthesize information from a variety of sources, prepare a group presentation to inform others on the topic, and participate in the presentation using visual/audio aids.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Project |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Dictionary: Entry
The learner will be able to
find specific dictionary entries and details of dictionary entries: pronunciation of a specific letter in a given word, parts of speech, correct use of a word, and the number of syllables in a word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dictionary |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Index: Locate Information
The learner will be able to
locate page numbers for specific topics when given an index.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Index |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth Grade |
Classroom
|
|
Stimuli: Dual/Synthesize
The learner will be able to
synthesize information in dual stimuli, such as information presented in both text and graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Stimuli |
Synthesis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Card Catalog
The learner will be able to
use a card catalog to identify parts of a book (such as the author, topic, title, total pages, publisher, location of publisher, and information about the author).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Card Catalog |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Diagrams: Analyze
The learner will be able to
analyze a diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Diagram |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Vocabulary: Substitution
The learner will be able to
read a passage from a grade level appropriate book, and make word substitutions, using synonyms and figures of speech, which accomplish a predetermined purpose (changing the mood of the passage, altering the passage to make it appropriate for a different audience, utilizing words which have connotations beyond a dictionary definition, and adding new information).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Word Choice: Poems
The learner will be able to
select vivid, precise, and interesting words to write haikus, cinquains, diamantes, limericks, and formula poems with consistent themes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Connotation: Describe
The learner will be able to
study words, their multiple definitions and layers of meaning, and describe the connotations of specific words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Connotation |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Compound Word: Define
The learner will be able to
define compound words in a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compound Word |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Analogy: Create/Interpret
The learner will be able to
create and interpret analogies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analogy |
Analysis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth 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, Fifth 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, Fifth 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 16, 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 16, Item #006, 010, 051 tested in week 36 of next year. |
Classroom
|
|
Strategies
The learner will be able to
execute writing strategies (compare/contrast, cause/effect, examples, case studies, elaboration, evidence, definition, sentence construction, organization of ideas, descriptive language, voice, and classification) with control and purpose in writing for pleasure, in content areas, and to communicate ideas and opinions to members of the community.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Strategies |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Expository: Audience
The learner will be able to
write pieces which inform a given audience, and include logically organized and relevant ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Descriptive: Character Letter
The learner will be able to
apply knowledge of a historical character and writing skills to create a one page letter which explains a modern invention to the character. The description should be appropriate for the historical character's educational background, age, time period, experiences, and tied in some way to the character's interests. The modern invention must be explained in clear, precise, and vivid terms. The pros, cons, functions, and appearance of the invention should be included. Each stage of the writing process (prewriting, drafting, revising, rewriting, editing, and publishing) should be self-evaluated, or evaluated by peers, parents, or teachers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #9 tested in week 36 of next year. |
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, Fifth 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 16, 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 application of the following English language conventions: pronouns and their references, subject-verb agreement, irregular verbs, verb tenses, plural possessives, capitalization, punctuation (commas between cities/states, dates, after yes or no responses, after introductory phrases, and after nouns of direct address), and spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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, Fifth Grade |
Classroom
|
|
Collection: Compile/Different Areas
The learner will be able to
compile a portfolio of writing samples which includes writing from different content areas, reports, short stories, persuasive, and expository pieces, and poems with drafts from each stage of the writing process. The writing should reflect the writer's growth in such areas as writing strategies, vocabulary, language conventions, and interests throughout a month, semester, or year. The portfolio should also include an explanation of why the pieces were selected, a self-evaluation of progress, 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, Fifth 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 16, 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 16, Item #028, 031, 060, 065, 066 tested in week 36 of next year. |
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 16, Item #044-046 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 16, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Persuasive: Strategies
The learner will be able to
write to persuade a given audience on a given topic utilizing word choices, language expressions, examples, metaphors, and other persuasion techniques.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persuasive |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Item #026 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 16, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Sequence: Sentence Variety
The learner will be able to
logically order a series of simple, compound, and complex sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
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, Fifth Grade |
Classroom
|
|
Main Idea: Details/Subtopics
The learner will be able to
write a composition which includes a main idea, subtopics, and supporting details.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Evaluation |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #8, Item #020, 027, 041 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 16, 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 16, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Proofreading
The learner will be able to
identify the word that is spelled incorrectly in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
Knowledge |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
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 16, 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 16, 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, Fifth Grade |
Classroom
|
|
Expressive: Feelings
The learner will be able to
write to express feelings and emotions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expressive |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth 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 16, Objective Statement #8, Item #043 tested in week 36 of next year. |
Classroom
|
|
Conventions: Margins
The learner will be able to
write legibly within margins.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Conventions |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Fifth Grade |
Classroom
|
|
Transition: Edit
The learner will be able to
identify the best transition for a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transition |
Knowledge |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 16, Item #016 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 16, 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 16, 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 16, 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 16, Item #017-019, 038, 040, 042 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 16, Objective Statement #8, Item #053-054, 059 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 16, Objective Statement #8, Item #005 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 16, 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 16, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
|
