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Saint Odilo Catholic School |
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Saint Odilo Curriculum 2005-06 |
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Language Arts - Grade 6 |
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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 |
|
Master |
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The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
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Author Intention: Analyze
The learner will be able to
begin to distinguish between the story and the author's intentions and methods for telling the story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Intentions |
|
Master |
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The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
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Sample: Genres
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
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IL: Learning Standards, July 1997, Later Elementary |
Classroom
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Comprehend: Fiction/Nonfiction
The learner will be able to
demonstrate comprehension of nonfiction and fiction literary genres (fables, folktales, legends, biographies, autobiographies, poetry, short stories, novels, myths), and characteristics of each genre, by writing a compare/contrast essay which discusses two genres and sample literature from each of the two genres. This essay should include a thesis, support, elaboration on the elements of each piece of sample literature which makes them representative of the genre, and be three or more paragraphs in length.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre: Comprehend/Understand |
|
Master |
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The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, 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 17, Objective Statement #4, Item #008, 039, 047 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 17, Objective Statement #4 tested in week 36 of next year. |
Classroom
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Nonfiction: Understand
The learner will be able to
read and understand nonfiction reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nonfiction |
Comprehension |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 17, Item #036, 043 tested in week 36 of next year. |
Classroom
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Language Processes: Across Curriculum
The learner will be able to
use reading, writing, listening, speaking, and viewing processes to make connections among concepts addressed in science, social studies, math, and language arts content areas, and to communicate such connections to others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Applications: General |
|
Master |
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The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
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Sample: Language Arts Processes
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Processes: Usage |
|
Master |
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IL: Learning Standards, July 1997, Later Elementary |
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 17, Objective Statement #9 tested in week 36 of next year. |
Classroom
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Verb Tense: Complete/Edit
The learner will be able to
complete and/or edit a given sentence with the correct verb tense (including the present, past, future, present perfect, past perfect, future perfect, and present perfect progressive).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
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Subject-Verb: Agreement
The learner will be able to
use correct subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 17, Objective Statement #7 tested in week 36 of next year. |
Classroom
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Subject-Verb: Complete/Edit Sentence
The learner will be able to
complete and/or edit a given sentence with the correct singular or plural form of the given verb (including present, present progressive, and past progressive).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
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Pronoun: Case/Edit
The learner will be able to
edit written works for correct use of pronouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 17, 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 17, Item #024, 028 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 17, Item #015 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 17, 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 17, 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 17, Item #024, 028 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 17, Item #024, 028 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 17, Item #014, 017, 022-023, 027, 040 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 17, 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, Sixth 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, Sixth Grade |
Classroom
|
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Simile: Use
The learner will be able to
show how similes are used in comparisons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Metaphor/Simile |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
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Metaphor: Use
The learner will be able to
show how metaphors are used in comparisons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Metaphor/Simile |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
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Edit: Context
The learner will be able to
edit a series of sentences for errors such as double negatives, verb forms, subject-verb agreement, redundancies, conciseness, and clarity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Edit |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, Objective Statement #7 tested in week 36 of next year. |
Classroom
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Capitalization: City/State
The learner will be able to
capitalize cities and states.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
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Comma: Use
The learner will be able to
use commas to separate a city and state in an address, follow a greeting in an informal letter, list items, punctuate a direct quote, and in dates.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Application |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
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Colon: Edit
The learner will be able to
edit sentences for the correct use of colons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colon |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
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Apostrophe/Hyphen: Identify
The learner will be able to
identify the correct use of apostrophes and hyphens.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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, Sixth 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 17, 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 |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
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Sample: Listening
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Processes |
|
Master |
|
IL: Learning Standards, July 1997, Later Elementary |
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, Sixth Grade |
Classroom
|
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Advertisement: Sale
The learner will be able to
find information displayed in a sales advertisement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Advertisement |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
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Propaganda: Analyze
The learner will be able to
recognize propaganda, various propaganda forms and strategies, and analyze the motivations behind specific acts of propaganda (in politics, advertising, history).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persuasive |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
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Story Elements: Graphics/Writing
The learner will be able to
create written responses and graphics which convey an understanding of themes, characterization, plots, foreshadowing, flashbacks, irony, metaphors, similes, and various techniques authors use to catalyze action and move the story forward.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
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Strategies: Interpreting
The learner will be able to
apply reading strategies (monitoring own reading, rereading, self-questioning, skimming, responding in writing, summarizing, listing events in sequential order, separating causes/effects and facts/opinions) to interpret literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Sample: Reading Operations
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
|
Master |
|
IL: Learning Standards, July 1997, Later Elementary |
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, Sixth 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 17, Objective Statement #2-3, Item #037-038, 048-049 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 17, Item #033, 054, 063 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, Sixth Grade |
Classroom
|
|
Response Logs
The learner will be able to
maintain a reading response log which includes details from literary selections, and personal (emotional and intellectual) reactions to these details. The entries should demonstrate how the student relates universal themes in literature to daily life, and strategies the student uses to understand characters. The log might also include entries written after a class discussion on a literary selection. Such a log should be referred to by the student as a measure of the student's growth in literary analysis, and for ideas on more formal writing styles and topics for group discussions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Logs |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Response: Visual Images
The learner will be able to
create murals, models, and other visual images which represent the synthesis of details and themes from a variety of literary selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Composing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
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, Sixth 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 17, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Information: Make/Visual Aids
The learner will be able to
make a Venn diagram, graph, table, flowchart, and other visual aids which organize information presented in a nonfiction piece. Such visual aids should reflect the main ideas, relevant supporting details, and the way such main ideas and supporting details are connected in the overall message of the nonfiction piece.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization: Information |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, 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 17, Item #044, 055 tested in week 36 of next year. |
Classroom
|
|
Analyze: Elements/Connection
The learner will be able to
analyze the elements of a story (characters, setting, plot, mood, tone, climax, resolution) and how the elements are connected.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements: Analyze |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, Objective Statement #3, Item #010, 042 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 17, Item #001, 046 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 17, Objective Statement #3, Item #009 tested in week 36 of next year. |
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 17, Objective Statement #4, Item #006, 052 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 17, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Directions: Written
The learner will be able to
understand and follow written instructions/directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Directions: Informative
The learner will be able to
respond to written instructions in an informational story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Directions: Diagram
The learner will be able to
draw conclusions about information in a diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
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 17, 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 17, Objective Statement #3, Item #001, 046 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 17, Objective Statement #3 tested in week 36 of next year. |
Classroom
|
|
Inference: Extend
The learner will be able to
extend inference beyond passage information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
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 17, Objective Statement #2 tested in week 36 of next year. |
Classroom
|
|
Story Elements: Organizational
The learner will be able to
identify the main idea, events, and supporting details of passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
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 17, 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, Sixth Grade |
Classroom
|
|
Compare: Passage Elements
The learner will be able to
make comparisons between passage elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, 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 17, Item #013 tested in week 36 of next year. |
Classroom
|
|
Strategies: Vocabulary/Using
The learner will be able to
use vocabulary to understand what is read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 17, Item #002 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 17, 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 17, Objective Statement #4, Item #033, 054, 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 17, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Setting: Identify
The learner will be able to
identify story setting.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Setting |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Plot: Identify
The learner will be able to
identify the plot of a reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plot |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 17, Item #031 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 17, 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 17, Item #033, 051 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 17, Item #012 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 17, 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 17, Objective Statement #2 tested in week 36 of next year. |
Classroom
|
|
Generalization: Passage
The learner will be able to
make a generalization based on passage elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Generalization |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, Objective Statement #5, Item #007, 045 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 17, Objective Statement #5, Item #005 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 17, Item #035, 041 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 17, 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 17, Item #033, 053 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 17, Item #003-004 tested in week 36 of next year. |
Classroom
|
|
Written: Literal Questions
The learner will be able to
write in response to literal questions from reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Written |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 17, 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 17, 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 17, 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 17, 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 17, 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 17, 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 17, Objective Statement #5, Item #050 tested in week 36 of next year. |
Classroom
|
|
Directions: Organized
The learner will be able to
give organized, properly sequenced, and cohesive directions orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Sample: Speaking
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Processes |
|
Master |
|
IL: Learning Standards, July 1997, Later Elementary |
Classroom
|
|
Evaluator: Criteria/Write
The learner will be able to
demonstrate an awareness of the elements to be considered when giving an oral presentation by writing a set of criteria to evaluate other presenters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluator |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Strategies/Techniques: Oral Presentation
The learner will be able to
deliver an oral report, tell a legend, folktale, story, or fable, give a mock news broadcast or a report, participate in an interview, dramatize an event, or read a poem before a group utilizing rich language, speech intonations, timing, gestures, eye contact, voice modulation, and precise pronunciation to emphasize key points and to communicate a message effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication Strategies/Techniques |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Edit: Contextual
The learner will be able to
edit text for misspelled words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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, Sixth Grade |
Classroom
|
|
Vowels: Long/Short
The learner will be able to
use the correct spelling with both long and short sounds of vowels.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Vowels: Digraphs with "r"
The learner will be able to
correctly spell digraphs whose sound is controlled by the letter "r".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Double Letters
The learner will be able to
correctly spell words that have double letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Double Letter |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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, Sixth Grade |
Classroom
|
|
Schwa Sound
The learner will be able to
correctly spell words which have a schwa sound.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Schwa |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Silent Letters
The learner will be able to
correctly spell words which have silent letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Silent Letter |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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, Sixth Grade |
Classroom
|
|
|
Study and Research Skills
|
|
|
Research Project
The learner will be able to
formulate an investigative research project plan which details what will be investigated, when, and how, investigate a given topic using two or more resources, organize and synthesize the information from the sources, and write a paper or prepare a presentation which conveys the information in a cohesive manner.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Project |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Research Skills: Investigating
The learner will be able to
investigate topics of interest at the school library.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Dictionary: Entry
The learner will be able to
read a dictionary entry and determine a word's syllabication, pronunciation, spelling, part of speech, use, origin, or definition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dictionary |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Forms: Complete
The learner will be able to
follow directions and complete a form, such as an order form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Form |
Application |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Reference Form: Understand
The learner will be able to
determine which information is found in an atlas, thesaurus, almanac, index, bibliography, dictionary, timetable, and telephone directory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference Form |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Table: Comparison
The learner will be able to
compare and analyze data displayed in a table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Table |
Analysis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Analogy
The learner will be able to
show comprehension of the English language by working on such application projects as creating analogies for words to demonstrate their multiple layers of meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analogy |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Analyze: Structural Analysis
The learner will be able to
analyze unfamiliar words by breaking down the structure of words (affixes, bases) and reading the context in which the words are presented.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies: Analyze |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Prefix: Identify
The learner will be able to
identify the prefix in a given word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prefix |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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, Sixth 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, Sixth 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, Sixth 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, Sixth 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, Sixth 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 17, 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 17, Item #011, 032 tested in week 36 of next year. |
Classroom
|
|
Essay: Style and Organization
The learner will be able to
write narrative, expository, or persuasive essays which have a stated or implied thesis, exclude irrelevant details, include supporting details, examples, and vivid descriptions, follow a clear organizational pattern, and are eventually edited for grammar, punctuation, and spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Essay/Composition |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Sample: Writing
The learner will be able to
This is a sample item. Please replace with an Objective or Competency that meets your specific curriculum requirements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Processes |
|
Master |
|
IL: Learning Standards, July 1997, Later Elementary |
Classroom
|
|
Edit: Language Conventions
The learner will be able to
edit written works for subject-verb agreement, pronoun reference, punctuation, capitalization, and spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Edit: Language Conventions
The learner will be able to
proofread a given passage for punctuation, capitalization, interjections, quotes, endmarks, contractions, and proper nouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Adjectives/Adverbs
The learner will be able to
edit for correct use of adverbs and adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 17, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Edit: Usage/Mechanics/Focus
The learner will be able to
focus on the editing stage of the writing process by editing for sentence structure, punctuation, and figurative language to add power to a written message.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Collection: Compile
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, speeches, 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, Sixth Grade |
Classroom
|
|
Presentation: Pieces/Select
The learner will be able to
select pieces of writing from the original portfolio for a presentation portfolio which reflect a variety of writing styles in final draft (polished) form. Each piece should be accompanied by a written explanation detailing reasons for the presentation portfolio selections (the basis for selections).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Portfolios: Presentation |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Word Choice: Overly Used/Substitute
The learner will be able to
revise a piece of writing by substituting overly used verbs, nouns, and modifiers for vivid precise ones.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising: Word Choice |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, 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 17, Item #033-034, 060, 064 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 17, Item #061-062 tested in week 36 of next year. |
Classroom
|
|
Paragraph: Coherence/Create/Critique
The learner will be able to
create and critique paragraphs for theme, sequence, and ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Content |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
Classroom
|
|
Strategies: Variety
The learner will be able to
utilize a variety of writing strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Strategies |
Application |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 17, Item #064 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 17, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Sequence: Identify
The learner will be able to
identify correct sentence sequence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Knowledge |
Master |
0.5 |
Terra Nova, Multiple Assessments, 1997, Level 17, Item #057 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 17, 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, Sixth Grade |
Classroom
|
|
Research Paper: Organize
The learner will be able to
organize the different parts of a research paper.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Paper |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth 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 17, Objective Statement #8, Item #021, 030, 056, 058 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 17, 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 17, 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, Sixth 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 17, 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 17, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Support: Write Text
The learner will be able to
write a supported text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Support |
Application |
Master |
1.5 |
Terra Nova, Multiple Assessments, 1997, Level 17, Objective Statement #8, Item #016, 029 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 17, 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 17, 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 17, 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 17, Item #019-020, 025-026 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 17, Objective Statement #8, Item #018, 059 tested in week 36 of next year. |
Classroom
|
|
Topic Sentence: Add/Develop
The learner will be able to
add a topic sentence to a paragraph to introduce and develop the topic in an appropriate and relevant manner.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Content: Topic Sentence |
Synthesis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Sixth Grade |
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 17, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Strategies: Outline/Understand
The learner will be able to
understand how to use an outline as a prewriting strategy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting: Strategies |
Comprehension |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 17, 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 17, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
|
