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Saint Odilo Catholic School |
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Saint Odilo Curriculum 2005-06 |
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Language Arts - Remedial Reading I |
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Author Style/Technique: Tone/Evaluate
The learner will be able to
evaluate how an author's tone influences the text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Style/Technique |
Evaluation |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 18, Item #039 tested in week 36 of next year. |
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 18, Objective Statement #4 tested in week 36 of next year. |
Classroom
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Informational
The learner will be able to
read and understand an informational, nonfiction story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Objective Statement #4, Item #035 tested in week 36 of next year. |
Classroom
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Short Story: Character/Analyze
The learner will be able to
analyze a character depicted in a short story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story/Short Story |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
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Short Story: Construct Meaning
The learner will be able to
construct meaning from a short story by interpreting details, the title, character motives and feelings, and by predicting outcomes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story/Short Story |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
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Articles/Newspaper/Construct Meaning
The learner will be able to
construct meaning from newspaper articles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| News |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
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Articles: News
The learner will be able to
read and understand a news article.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| News |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
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Review: Book
The learner will be able to
read and understand a book review.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Review |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
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Journal Entries
The learner will be able to
read and understand a journal entry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Journal |
Application |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
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Technical
The learner will be able to
read and understand a brief technical passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technical |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
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Textbook Excerpts: Construct Meaning
The learner will be able to
construct meaning from textbook excerpts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technical |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Objective Statement #4, Item #012 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 18, Item #048 tested in week 36 of next year. |
Classroom
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Magazine: Construct Meaning/Articles
The learner will be able to
construct meaning from magazine articles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| News: Magazine |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 |
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Master |
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The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
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Noun: Plural/Possessive/Determine
The learner will be able to
determine the correct form of a plural, possessive, or plural possessive noun for a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
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Noun: Identify Correct Form
The learner will be able to
identify the correct form of a noun to be used in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, 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, Remedial Reading Intermediate Series |
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 18, 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, Remedial Reading Intermediate Series |
Classroom
|
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Adverb: Choose Word/Phrase
The learner will be able to
choose the word or phrase with the correct adverb (including positive, comparative, and superlative forms) that best completes the sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, 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 18, Item #040, 058 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 18, 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 18, 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 18, Item #040, 058 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 18, Item #040, 058 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 18, Item #024, 029, 057 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 18, Objective Statement #7 tested in week 36 of next year. |
Classroom
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Sentence Combining: Three Sentences
The learner will be able to
combine a series of three simple sentences into one correct sentence by adding a phrase or clause, compound predicates, compound subjects, or cumulative adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
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Adjective: Complete Sentence
The learner will be able to
choose the word or phrase with the correct adjective (including positive, comparative, and superlative forms) that best completes the sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Knowledge |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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 18, 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 |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
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Comma: Edit
The learner will be able to
edit sentences for the correct use of commas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Application |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
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Colon/Semicolon: Use
The learner will be able to
identify the correct use of a colon and semicolon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Colon |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
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Contraction: Use
The learner will be able to
use contractions to construct clear and meaningful sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Contraction |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
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Punctuation: Proofread
The learner will be able to
proofread a series of sentences for punctuation errors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
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Mechanics: Punctuation/Meaning
The learner will be able to
understand the connection between sentence punctuation and sentence meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mechanics |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Semicolon: Use
The learner will be able to
identify the correct use of a semicolon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Semicolon |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 18, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
|
Capitalization: Word/Identify
The learner will be able to
determine which word in a given sentence requires capitalization.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Knowledge |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
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Discussion: Group/Respond
The learner will be able to
respond to others (in a group discussion) by paraphrasing the comments of others, asking poignant questions, and demonstrating patience while listening.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Evaluating: Student/Teacher Criteria
The learner will be able to
evaluate the oral presentations given by others on the basis of a set of student/teacher developed criteria (cohesive main idea, consistent organization of supporting ideas, and effective speaking style).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Evaluating |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Directions: Follow
The learner will be able to
listen to and follow directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Restating: Information
The learner will be able to
restate information delivered in an oral presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paraphrasing/Restating |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Response: Appropriateness
The learner will be able to
respond to speakers appropriately.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
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, Remedial Reading Intermediate Series |
Classroom
|
|
Broadcast Journalism: Categories
The learner will be able to
categorize types of broadcast news programming (editorials, human interest pieces, local news, national news, international news, weather, traffic, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Broadcast Journalism |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Newspaper: Sections/Classify
The learner will be able to
classify sections of the newspaper.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Newspaper Sections |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Advertisement: Classified Ad
The learner will be able to
identify the information shown in a given help wanted, for sale, or service advertisement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Advertisement |
Knowledge |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
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, Remedial Reading Intermediate Series |
Classroom
|
|
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, Remedial Reading Intermediate Series |
Classroom
|
|
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, Remedial Reading Intermediate Series |
Classroom
|
|
Comprehension: Display Skills
The learner will be able to
display comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 18, Objective Statement #2-3, Item #036, 044 tested in week 36 of next year. |
Classroom
|
|
Reading Behaviors: Apply
The learner will be able to
apply meaning while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 18, Item #018, 038, 062 tested in week 36 of next year. |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Response: Connection/Text
The learner will be able to
make connections among reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 18, Item #055 tested in week 36 of next year. |
Classroom
|
|
Prior Knowledge: Understand Text
The learner will be able to
use prior knowledge to understand texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prior Knowledge |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 18, 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 18, 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 18, Item #037 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, Remedial Reading Intermediate Series |
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 18, Objective Statement #3, Item #002, 034, 063 tested in week 36 of next year. |
Classroom
|
|
Cause/Effect: Recognize
The learner will be able to
recognize and describe the differences between cause and effect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Main Idea: Short Passage
The learner will be able to
identify the main idea from a short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series; Terra Nova, Multiple Assessments, 1997, Level 18, Item #041 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 18, Objective Statement #3, Item #005, 015, 045 tested in week 36 of next year. |
Classroom
|
|
Predict Outcome: Short Passage
The learner will be able to
predict possible outcomes from a short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Objective Statement #4, Item #006 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, Remedial Reading Intermediate Series; Terra Nova, Multiple Assessments, 1997, Level 18, 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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Character: Response/Predict
The learner will be able to
predict character response.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, 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, Remedial Reading Intermediate Series |
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 18, Objective Statement #3, Item #041 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 18, 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, Remedial Reading Intermediate Series |
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 18, Objective Statement #2 tested in week 36 of next year. |
Classroom
|
|
Detail: Short Passage
The learner will be able to
identify story detail from short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Item #031-032 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 18, Item #031-032 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, Remedial Reading Intermediate Series |
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 18, 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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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 18, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Point of View: Identify
The learner will be able to
identify the point of view from which a passage was written.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Point of View |
Analysis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Item #019-022, 054 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 18, 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 18, Objective Statement #4, Item #018, 038, 062 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 18, 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, Remedial Reading Intermediate Series |
Classroom
|
|
Setting: Importance
The learner will be able to
identify the importance of setting.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Setting |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Setting: Discuss
The learner will be able to
discuss setting (time and place) and its effect on characters and story lines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Setting |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Item #003-004 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 18, 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 18, Item #033 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 18, Item #047 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 18, 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 18, 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, Remedial Reading Intermediate Series |
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 18, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Structure: Increase Understanding
The learner will be able to
use text structure to increase understanding of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 18, Objective Statement #5 tested in week 36 of next year. |
Classroom
|
|
Assumption: Recognizing
The learner will be able to
recognize an assumption implicitly stated in a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Assumption |
Analysis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Objective Statement #4 tested in week 36 of next year. |
Classroom
|
|
Feelings: Infer/Short Passage
The learner will be able to
infer character feeling from a short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character: Feelings |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Trait: Determine
The learner will be able to
determine character description.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character: Trait |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Motive: Infer/Short Passage
The learner will be able to
infer character motive from a short passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character: Motive |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Cues: Construct Meaning
The learner will be able to
utilize a variety of cues to construct meaning from a reading selection (illustrations, titles, content).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Cues |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Item #001, 013-014 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 18, 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 18, 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 18, 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 18, 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 18, 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 18, 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 18, Objective Statement #5, Item #017, 046, 052-053 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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Discussion: Behaviors
The learner will be able to
exhibit the following behaviors while involved in a group discussion: take turns, respect the ideas and opinions of others, and face speakers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Group Communication: Discussion |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Group: Self Expression
The learner will be able to
express ideas and opinions to a peer group.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Group Communication |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Group: Questions/Formulate
The learner will be able to
formulate questions which require analytical thinking by group members.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Group Communication |
Synthesis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Directions: Orally Give
The learner will be able to
orally give directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Prefixes
The learner will be able to
correctly spell words that have a prefix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prefix |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Map: Read
The learner will be able to
read a map using a key, identifying direction, and locating intersections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Map: Grid
The learner will be able to
interpret maps by finding and describing the location of specific places on a map using both direct and grid directions and legends.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Letter Writing: Envelope Format
The learner will be able to
correctly place on an envelope the return address, stamp, and the street, city, state, and zip code of the mailing address.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| General Letter Writing |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Outline: Categorize
The learner will be able to
organize information in outline form by categorizing items and functions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Outline |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Study Techniques
The learner will be able to
develop study techniques to prepare for exams.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Study Skills |
Application |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Testing: Formats
The learner will be able to
be familiar with various testing formats, such as multiple choice, essay, fill in the blank, and matching.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Graphical Formats: Summarize
The learner will be able to
summarize information presented in graphical form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphical Format |
Synthesis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Directions: Written Instructions
The learner will be able to
read, understand, and follow written instructions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Stimuli: Dual/Analyze
The learner will be able to
analyze information presented in dual stimuli, such as information presented in both text and graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Stimuli |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Public Information: Text
The learner will be able to
read and understand text that provides public information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Information |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Public Information: Synthesize
The learner will be able to
synthesize key elements from a public service poster.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Information |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Research Technology: Retrieve
The learner will be able to
use computers as ways to retrieve information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Technology |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Diagrams: Use
The learner will be able to
read and utilize information organized in diagram form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Diagram |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Business: Identify/Abbreviations
The learner will be able to
identify the correct format and abbreviations in a business letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formal Letter Writing: Business |
Knowledge |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Business: Include/Address/Date
The learner will be able to
include the return address, date, salutation, and closing of a business letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formal Letter Writing: Business |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Word Choice: Applying
The learner will be able to
choose appropriate, vivid, and precise words which suit a given audience, topic, and writing style.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Prefix: Word Meaning
The learner will be able to
identify the meaning of a word containing a prefix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prefix |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Suffix: Word Meaning
The learner will be able to
define a word containing a suffix as it is used in a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Analogy: Complete
The learner will be able to
identify the answer choice that shows a relationship analogous to the one given.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analogy |
Analysis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Synonym: In Context
The learner will be able to
determine the synonym of a vocabulary word used in context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Synonym |
Knowledge |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Antonym: In Context
The learner will be able to
determine the antonym of a vocabulary word used in context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Antonym |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Base Words
The learner will be able to
identify the base or root of a given vocabulary word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Base Word |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Word Structure: Analyze
The learner will be able to
determine the meaning of unfamiliar words by analyzing word structure (bases, affixes).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Word Structure: Analyze Language
The learner will be able to
determine the meaning of unfamiliar words by analyzing language expressions and conventions (including antonyms, synonyms, definitions, explanations, descriptions, examples, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, 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 18, Item #016, 042-043 tested in week 36 of next year. |
Classroom
|
|
Edit: Applying
The learner will be able to
understand the editing stage of the writing process, and how to apply editing skills to his/her own written works and to the written works of peers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Revise: Conceptualizing
The learner will be able to
understand the revising stage of the writing process, and how to approach drafts with specific goals for revisions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Drafting: Rewrite
The learner will be able to
understand the rewriting stage of the writing process as an opportunity to apply peer and teacher input, to add to the content, to improve the style, and even to begin a new draft (incorporating the input received in previous writing stages as prewriting exercises).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Drafting
The learner will be able to
understand the drafting stage of the writing process and how to write drafts using ideas generated in the prewriting stage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Purposes: Personal Enjoyment
The learner will be able to
write on his/her own for pleasure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, 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 18, Objective Statement #9 tested in week 36 of next year. |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Edit: Language Conventions
The learner will be able to
proofread for the use of commas, apostrophes, periods, exclamation marks, question marks, colons, quotation marks, and semi-colons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Writing Behaviors: Daily Writing
The learner will be able to
write daily for self growth and per teacher instructions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Behaviors |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
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 18, 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 18, Item #030, 033, 061, 064 tested in week 36 of next year. |
Classroom
|
|
Edit: Resources
The learner will be able to
use outside resources, such as a dictionary, to edit written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Item #050 tested in week 36 of next year. |
Classroom
|
|
Publishing: Prepare/Present
The learner will be able to
prepare and present written works to be shared with others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Publishing |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Response: Journal
The learner will be able to
use writing abilities to provide an intellectual and personal response to reading selections in a journal.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Responses |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Response: Outside Stimuli
The learner will be able to
write a response to either an oral, visual, or written stimulus.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Responses |
Application |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Technological Tools: Writing Equipment
The learner will be able to
use writing equipment, such as a computer or typewriter, with teacher assistance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Technologies |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Story Elements: Beginning/Middle/End
The learner will be able to
write a story which contains a beginning, middle and end.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, 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 18, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Narrative: Short
The learner will be able to
write a brief narrative.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Narrative: Events/Sequence
The learner will be able to
write a narrative which describes events in sequential order.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Item #008 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 18, 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, Remedial Reading Intermediate Series |
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, Remedial Reading Intermediate Series |
Classroom
|
|
Purposes: Communication
The learner will be able to
write to communicate specific information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Descriptive: Object/Idea
The learner will be able to
write to describe the qualities of an object or an idea.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
Classroom
|
|
Main Idea/Supporting Details
The learner will be able to
write a composition which includes a main idea and supporting details.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Objective Statement #8, Item #011, 059 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 18, 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 18, 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, Remedial Reading Intermediate Series |
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 18, 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 18, Objective Statement #9 tested in week 36 of next year. |
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, Remedial Reading Intermediate Series |
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 18, Objective Statement #8, Item #026-028, 051 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 18, 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 18, 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 18, 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 18, Item #007, 009-010, 023, 025, 056 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 18, Objective Statement #8, Item #060 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, Remedial Reading Intermediate Series |
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 18, Objective Statement #8, Item #049 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 18, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
Strategies: Engage/Mapping/Listening
The learner will be able to
engage in prewriting strategies such as mapping, listing, and clustering ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting: Strategies |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Remedial Reading Intermediate Series |
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 18, Objective Statement #8 tested in week 36 of next year. |
Classroom
|
|
|
