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Saint Odilo Catholic School |
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Saint Odilo Curriculum 2005-06 |
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Language Arts - Language Arts I |
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Nonfiction: Analyzing
The learner will be able to
classify, organize, and recall details read in a nonfiction passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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Narrative Patterns: Contrasting
The learner will be able to
recognize and contrast narrative patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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Comprehend: Short Story/Novel
The learner will be able to
demonstrate comprehension of a short story or novel by writing a response which discusses character motivation, how characters relate to their cultural settings, how the author uses foreshadowing, flashbacks, irony, figurative language, and symbolism to add depth to characters, and the author's point of view or perspective on the characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre: Comprehend/Understand |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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Author: Compare/Contrast
The learner will be able to
compare and contrast different authors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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Myth: Describe Key Elements
The learner will be able to
describe the key elements of the myth genre.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Myth |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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Fable: Describe Key Elements
The learner will be able to
describe the key elements of the fable genre.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fable |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Fairy Tale: Describe Key Elements
The learner will be able to
describe the key elements of the fairy tale genre.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fairy Tale |
Comprehension |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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Legend: Describe Key Elements
The learner will be able to
describe the key elements of the legend genre.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Legend |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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Biography
The learner will be able to
read and understand a biography.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biography |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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Historical Fiction: Passages
The learner will be able to
read and understand a historical passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Historical Fiction/Context |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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Poetry
The learner will be able to
read and understand a poem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Poetry |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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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, Language Arts 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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Humorous Literature
The learner will be able to
understand the nuances of humorous literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Humorous Literature |
Application |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
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Narrative: Read/Understand
The learner will be able to
read and understand a descriptive, narrative story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Narrative: Construct Meaning
The learner will be able to
construct meaning from a descriptive, narrative short story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Science Fiction
The learner will be able to
read and understand a science fiction story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Science Fiction |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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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Conventions: Demonstrate Awareness
The learner will be able to
demonstrate an awareness of the conventions of the English language through writing samples and responses to the writing of others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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Noun: Plural/Possessive/Supply
The learner will be able to
supply the correct form of a plural, possessive, or plural possessive noun in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
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Adverb: Select
The learner will be able to
select the correct adverb to complete a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Pronoun: Case/Edit
The learner will be able to
edit written works for correct use of pronouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 18, Objective Statement #9 tested in week 36 of next year. |
Classroom
|
|
Pronoun: Indefinite/Possessive
The learner will be able to
choose the possessive or indefinite pronoun that best completes the sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Pronoun: Possessive/Complete
The learner will be able to
complete a given sentence with the correct possessive pronoun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
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Pronoun: Subject/Object
The learner will be able to
complete a given sentence with the correct subject or object pronoun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Sentence Structure: Identify Complete
The learner will be able to
identify complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 18, Item #040, 058 tested in week 36 of next year. |
Classroom
|
|
Sentence Structure: Grammar/Effective
The learner will be able to
write grammatically correct, effective sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Comprehension |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 18, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
|
Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 18, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
|
Verb: Main/Helping
The learner will be able to
choose the appropriate main or helping verb for a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Fragment: Identify
The learner will be able to
identify incomplete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
1.0 |
Terra Nova, Multiple Assessments, 1997, Level 18, Item #040, 058 tested in week 36 of next year. |
Classroom
|
|
Run-On: Identify
The learner will be able to
identify run-on sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
2.0 |
Terra Nova, Multiple Assessments, 1997, Level 18, Item #040, 058 tested in week 36 of next year. |
Classroom
|
|
Fragment/Run-On: Edit
The learner will be able to
edit a series of sentences for fragments or run-ons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Sentence Combining
The learner will be able to
combine multiple complete sentences into one complete sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
3.0 |
Terra Nova, Multiple Assessments, 1997, Level 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
|
|
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, Language Arts Intermediate Series |
Classroom
|
|
Adjective: Select
The learner will be able to
select the correct adjective to complete a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
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, Language Arts Intermediate Series |
Classroom
|
|
Idiom: Define/Interpret
The learner will be able to
define and interpret idioms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Idiom |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Metaphor/Simile: Interpret
The learner will be able to
interpret similes and metaphors given in a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Metaphor/Simile |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
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, Language Arts Intermediate Series |
Classroom
|
|
Subject: Context Clues/Use
The learner will be able to
complete given sentences with the appropriate subject, or compound subject, by using the contextual clues of the sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Subject |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
|
Master |
|
Terra Nova, Multiple Assessments, 1997, Level 18, Objective Statement #7 tested in week 36 of next year. |
Classroom
|
|
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, Language Arts Intermediate Series |
Classroom
|
|
Endmark: Sentence/Interjection
The learner will be able to
select the correct endmark for a given sentence or interjection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
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, Language Arts Intermediate Series |
Classroom
|
|
Quotation Mark: Edit
The learner will be able to
edit for correct use of quotation marks.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Quotation Mark |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Apostrophe: Possessive
The learner will be able to
use apostrophes in possessives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
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, Language Arts Intermediate Series |
Classroom
|
|
Contraction: Apostrophes
The learner will be able to
show an understanding of the use of apostrophes in contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Contraction |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Colons/Commas/Semicolons
The learner will be able to
identify the correct use of a comma, colon, and semicolon.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Application |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
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, Language Arts Intermediate Series |
Classroom
|
|
Speech: Content/Analyze
The learner will be able to
develop the patience required to listen to a speaker, analyze the content of a speech, and respond with comments and questions which convey an understanding of the speech.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speech |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Speech: Critique Delivery
The learner will be able to
critique a speaker for delivery (voice modulation, gestures, posture, eye contact, pronunciation, articulation, and timing).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speech |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Speech: Content/Paraphrase
The learner will be able to
recognize the agenda, main ideas, and supporting facts of a speech, and respond to the speaker by paraphrasing the speech and providing counterpoints.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speech |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
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, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Summary: Ideas/Opinions/Facts
The learner will be able to
provide a summary of the ideas, opinions, facts, delivered by a speaker.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Synthesis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Detail: Distinguish
The learner will be able to
comprehend distinctions and draw logical conclusions from a passage read aloud by the teacher.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Main Idea: Summarizing
The learner will be able to
summarize the implied or paraphrased main idea of a passage, and give evidence to support the summary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Predict Outcome: Dialogue
The learner will be able to
analyze a dialogue and make logical predictions based on information contained in the passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Predict Outcome
The learner will be able to
draw upon a repertoire of reading comprehension strategies and information given in a passage to predict the possible and probable outcomes of the passage. The student should be able to describe how his/her predictions were made (i.e., which passage elements provided a bases for the predictions).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Predict Outcome: Narrative
The learner will be able to
read a descriptive narrative and predict an outcome based on the passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Detail: Recalling
The learner will be able to
recall details from a passage (including events, characters, plot, climax, and resolution), arrange the details in sequential order, and describe elements of the passage both orally and in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Interpretation: Perspectives
The learner will be able to
recognize the multiple perspectives individuals bring to any one piece of literature, and make connections between daily life and literature by relating to characters and their circumstances.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpretation |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Dialogue: Detail
The learner will be able to
identify details, construct sequence, and predict outcomes when given a short dialogue between two characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dialogue |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Questions: Abstract
The learner will be able to
formulate questions for peers which assess their understanding of a given passage at application, analysis, and evaluation levels, summarize the implied, paraphrased, or stated main idea of a passage, and give evidence to support the summary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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
|
|
Evaluating: Abstract Elements
The learner will be able to
evaluate literature for: inherent assumptions made by authors, underlying themes, propaganda, and similarities to other artistic forms (painting, sculpture, music, dance).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
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, Language Arts Intermediate Series |
Classroom
|
|
Response: Evaluating Essays
The learner will be able to
judge a peer's understanding of a literary selection by evaluating a peer's literary response essay with regards to the following elements: the clarity and validity of the thesis statement, the evidence provided for support of the thesis statement, examples from the literary selection, use of quotes, analysis of characters and plot, and connections made between the style, organizational structure, and meaning of the literary selection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Composing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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
|
|
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, Language Arts Intermediate Series |
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
|
|
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
|
|
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 18, Item #041 tested in week 36 of next year. |
Classroom
|
|
Main Idea: Paraphrased
The learner will be able to
identify the paraphrased main idea of a passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Main Idea: Long Passage
The learner will be able to
identify the main idea in a long passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
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: 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 |
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, Language Arts Intermediate Series |
Classroom
|
|
Character: Understand Development
The learner will be able to
read and understand a story dealing with character development.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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
|
|
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 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series; Terra Nova, Multiple Assessments, 1997, Level 18, Objective Statement #3, Item #041 tested in week 36 of next year. |
Classroom
|
|
Theme: Compare/Two Versions
The learner will be able to
compare the way themes are presented in two versions of the same story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Themes |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Persuasive: Letter
The learner will be able to
read and understand a persuasive letter using figurative language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persuasive |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
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
|
|
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
|
|
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/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Comprehension |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series; 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, Language Arts Intermediate Series |
Classroom
|
|
Compare: Passage Elements
The learner will be able to
compare passage elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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
|
|
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
|
|
Organization: Type
The learner will be able to
determine whether a reading passage is written in sequential or chronological order.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Moral: Determine
The learner will be able to
determine the moral of a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Moral Lesson |
Evaluation |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Moral: Interpret
The learner will be able to
interpret the moral lesson of a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Moral Lesson |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series; 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
|
|
Plot: Compare
The learner will be able to
compare the plot development of two versions of the same story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plot |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Tone: Identify
The learner will be able to
identify the tone of a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Tone |
Analysis |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Tone: Poem
The learner will be able to
identify the tone of a poem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Tone |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
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
|
|
Dialogue: Two Characters
The learner will be able to
read and understand a short dialogue between two characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dialogue |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Classification
The learner will be able to
categorize information found in a reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
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
|
|
Sequence: Time/Identify
The learner will be able to
identify the time structure of a reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Knowledge |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Sequence: Information
The learner will be able to
sequence details and events from a literary selection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
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, Language Arts 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
|
|
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
|
|
Text Purpose: Introductory Paragraph
The learner will be able to
identify purpose of introductory paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Text Purpose |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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
|
|
Analyze: Plot Development/Reading
The learner will be able to
analyze plot development in a reading selection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plot: Analyze |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
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
|
|
Analyze: Structure
The learner will be able to
analyze the structure of stories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements: Analyze |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Recurring: Identify
The learner will be able to
identify recurring themes in reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Themes: Recurring |
Analysis |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
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, Language Arts Intermediate Series |
Classroom
|
|
Creative: Book Panel
The learner will be able to
participate in a book talk panel before a group. Such participation would include preparing by reading and studying a novel or short story, forming opinions about the novel or short story, listing support for opinions, and articulating views when on the panel.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Creative |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
General: Explain/Demonstrate
The learner will be able to
write and present a three minute speech which explains how to do something and/or demonstrates a process. The verbal and non-verbal cues should be appropriate for the speech, audience, and topic.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts 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, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Edit: Contextual
The learner will be able to
edit passages for misspelled words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
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, Language Arts Intermediate Series |
Classroom
|
|
Structural Units
The learner will be able to
use an understanding of structural units to complete a given sentence with the correctly spelled word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Complete Sentence |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Irregular Words
The learner will be able to
correctly write words with irregular spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Irregular Word |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
|
Study and Research Skills
|
|
|
Research Project: Presentation
The learner will be able to
investigate a research topic (seeking out three or more resources/references), formulate a plan of action which details what will be investigated, when, and how, organize and synthesize the information from the sources, and create a presentation which conveys the information in a cohesive manner and gives credit to sources used.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Project |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Map: Road
The learner will be able to
use a key to identify locations and directions on a given road map.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Outline: Classify
The learner will be able to
classify information in an outline.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Outline |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Outline: Analyze
The learner will be able to
analyze information in an outline.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Outline |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Sources: Variety
The learner will be able to
understand that information comes from a variety of sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Testing: Oral Directions
The learner will be able to
follow test directions read aloud by the teacher.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Testing: Written Directions
The learner will be able to
understand written test directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Testing: Strategies
The learner will be able to
understand effective test taking strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Organizing Information: Methods
The learner will be able to
determine the most effective method for organizing notes for a paper (i.e., alphabetical, chronological, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
Application |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Stimuli: Multiple/Analyze
The learner will be able to
analyze information from multiple stimuli.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Stimuli |
Analysis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Stimuli: Multiple/Synthesize
The learner will be able to
synthesize information from multiple stimuli.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Stimuli |
Synthesis |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Table: Read
The learner will be able to
read and tabulate data displayed in a table or chart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Table |
Application |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Research Skills: Take Notes
The learner will be able to
take notes from resource materials to be used for writing papers or for other projects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Research Skills: Synthesize
The learner will be able to
synthesize information from reference materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Synthesis |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Business: Identify/Style/Tone/Ideas
The learner will be able to
identify the proper style, tone, ideas expressed, recipient, return address, and date of a business letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Formal Letter Writing: Business |
Knowledge |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Word Relationships
The learner will be able to
develop an understanding of the English language through studying words, synonyms, antonyms, homonyms, and homophones.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Relationships |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Vocabulary: Language Integration
The learner will be able to
incorporate words learned in subjects across the curriculum in daily speech and in various types of writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Connotation: Understanding/Demonstrate
The learner will be able to
demonstrate an understanding of the connotations of words by paraphrasing a passage (which includes unfamiliar words), and by rewriting a selection of prose or poetry (without altering themes) by substituting key words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Connotation |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Analyze: Contextual Analysis
The learner will be able to
define unfamiliar words using context clues such as affixes, figures of speech, root words, possessives, plurals, verb tense, sentence construction, and the details of a given sentence or passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies: Analyze |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Suffix: Word Meaning
The learner will be able to
identify the meaning of a suffix in a given word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Comprehension |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
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, Language Arts 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, Language Arts 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, Language Arts 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, Language Arts 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, Language Arts Intermediate Series |
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, Language Arts Intermediate Series |
Classroom
|
|
Context: Analyzing
The learner will be able to
determine the meaning of unfamiliar words by analyzing the context (a paragraph) in which the words are used.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Comprehension |
Master |
2.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
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, Language Arts 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, Language Arts 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, Language Arts 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, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Revise: Literary Elements
The learner will be able to
demonstrate the revising stage of the writing process by incorporating literary elements (including similes, metaphors, personification, allusion, characterization, compare/contrast, description, quotations, sensory images, examples, and analogies) in second drafts of writing as means to clarify and strengthen main points.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Essay: Thematic
The learner will be able to
develop an essay which includes logical topic sentences, supporting details, examples, rich language, smooth transitions, and a conclusion. The contents should be focused, free of irrelevant information and words, and presented in an organized format. Control over English language conventions should be employed (through the use of punctuation and sentence structure) to add power to the overall message of the essay.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Essay/Composition |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Essay: Thesis Statement
The learner will be able to
write a thesis statement and substantiate the statement with details from the passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Essay/Composition |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Writing as a Process: Conceptualizing
The learner will be able to
utilize the writing process (prewriting, drafting, revising, rewriting, editing, publishing).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing as a Process |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Sequence: Logical
The learner will be able to
arrange sentences in their sequential, most logical order, identify which sentence does not logically fit with a group, and determine which sentence best fits within a paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Content |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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: Usage/Mechanics
The learner will be able to
focus on the editing stage of the writing process by editing for punctuation, grammar, sentence structure (simple, compound, and complex), word choice (incorporating action words and variety), and usage to create poignant, powerful, and expressive writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Edit: Language Conventions
The learner will be able to
edit written works for the correct use of the following English language conventions: capitalization, periods, commas (cities/states, and month/year), apostrophes, spelling, and paragraph indentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
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
|
|
Transitions: Effective
The learner will be able to
form effective transitions, and evaluate the writing of others for effective transitions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transition |
|
Master |
|
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, research notes, short stories, persuasive, functional, 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, Language Arts 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 (persuasive, narrative, expository), 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, Language Arts 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
|
|
Prewriting: Organize Notes
The learner will be able to
organize his/her notes on a given topic before beginning writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting |
Comprehension |
Master |
0.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Prewriting: Evaluate Ideas
The learner will be able to
evaluate a list of ideas and judge which would make the most or least interesting story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting |
Evaluation |
Master |
1.5 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
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
|
|
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, Language Arts 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, Language Arts 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: 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, Language Arts Intermediate Series |
Classroom
|
|
Persuasive: Strategies
The learner will be able to
write to persuade a given audience on a given topic utilizing word choices, language expressions, examples, metaphors, and other persuasion techniques.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Persuasive |
Analysis |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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
|
|
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, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Directions: Detail/Sequence
The learner will be able to
write detailed and sequenced directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Main Idea: Details/Subtopics
The learner will be able to
write a composition which includes a main idea, subtopics, and supporting details.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Evaluation |
Master |
3.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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, Language Arts Intermediate Series |
Classroom
|
|
Edit: Spelling
The learner will be able to
edit for correct spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
Application |
Master |
1.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts 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
|
|
Edit: Paragraph Coherence
The learner will be able to
edit a paragraph for cohesiveness, theme, and sequence of ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Content |
Application |
Master |
5.0 |
The EdVISION.com Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
Classroom
|
|
Edit: Content
The learner will | |
