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MVSD |
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Curriculum 01/12/03 |
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Language Arts - Grade 3 |
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Genre: Fiction/Nonfiction/Read
The learner will be able to
choose 25-35 fiction and nonfiction texts from classroom lists.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 3, III |
Classroom
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Genre: Fiction/Nonfiction/Listen/Discuss
The learner will be able to
listen to and discuss various fiction and nonfiction texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 3.; I |
Classroom
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Fairy Tale: Elements/Identify
The learner will be able to
identify the key elements of the fairy tale genre. Some of the key elements are plot, theme, conflict/resolution and character role.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fairy Tale |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.a |
Classroom
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Poetry: Key Characteristics
The learner will be able to
identify key characteristics of poetry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Poetry |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.a |
Classroom
|
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Fiction: Key Characteristics
The learner will be able to
identify key characteristics of fiction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fiction |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.a,c,e,f |
Classroom
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Author Intention
The learner will be able to
identify the author's purpose in a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Intentions |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.03.a |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Author - A [Software]. |
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Author Intention: Setting
The learner will be able to
recognize setting of a story to explain the author's purpose.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Intentions |
Analysis |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.03.a |
Classroom
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Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Author - B [Software]. |
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Author Intention: Language
The learner will be able to
analyze language to explain the author's purpose.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Intentions |
Analysis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.03.a |
Classroom
|
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Drama: Structure/Identify
The learner will be able to
identify structural elements of drama.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.a |
Classroom
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Technical: Information/Gather
The learner will be able to
read to gather technical information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technical |
Comprehension |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.05 |
Classroom
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Nonfiction: Key Characteristics
The learner will be able to
identify key characteristics of nonfiction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nonfiction |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.a |
Classroom
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Nonfiction: Question
The learner will be able to
self-question about nonfiction materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nonfiction |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, III |
Classroom
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Comprehension: Story Structure
The learner will be able to
demonstrate an understanding of story structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comprehension: Stories |
Application |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, II, Structure; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.03.b |
Classroom
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Grammar: Rules/Identify
The learner will be able to
identify/apply common rules of grammar at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
|
Master |
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ID: Comprehensive Literacy Plan, 2000, Grade 3, II, Structure ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. ; 699.02.a |
Classroom
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Grammar: Correct/Apply
The learner will be able to
write using correct grammar at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
Application |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Writing |
Classroom
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Pronoun: Antecedent/Identify
The learner will be able to
identify a pronoun and its antecedent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.c Context Clues |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Pronouns - D [Software]. |
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Sentence Structure: Use/Recognize
The learner will be able to
understand simple sentence structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Comprehension |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, II, Structure ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Paragraph: Indent/Recognize
The learner will be able to
indent a paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Structure |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.b |
Classroom
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Adjective: Variety/Use?Recognize
The learner will be able to
write using a variety of adjectives such as articles "a", "an" and "the".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Application |
Master |
0.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Tone, #5 week tested: 32; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Sentence Structure: Beginnings/Recognize
The learner will be able to
write using a variety of sentence beginnings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
2.0 |
ID: Direct Writing Assessment, 1998, Grade 4, Mechanics, #5 week tested: 32; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Subject-Verb: Agreement/recognize
The learner will be able to
use correct subject-verb agreement in correct third grade materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Master |
2.0 |
ID: Direct Writing Assessment, 1998, Grade 4, Mechanics week tested: 32; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Subject-Verb Agreement - A [Software]. |
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Verb: Variety/Use/Recognize
The learner will be able to
use a variety of verbs in written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb |
Application |
Master |
0.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Tone, #5 week tested: 32; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Conjunction: Write/Correctly
The learner will be able to
write using the following coordinating conjunctions but, and, or.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conjunction |
Application |
Master |
0.5 |
Marsh Valley Joint School District |
Classroom
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Vocabulary: New
The learner will be able to
understand and use new vocabulary; simple sentence, comparative forms, suffix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
1.0 |
ISAT |
Classroom
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Punctuation: Rules/Apply
The learner will be able to
apply the rules of punctuation at grade level (see MAPS) to improve student writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20, ISAT. |
Classroom
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Capitalization: Application of Rules
The learner will be able to
apply capitalization rules in his/her written work eg. titles, names, first words in quotation, holidays or abbreviations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a ISAT. |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Capitalization - A [Software]. |
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Italics: Recognize
The learner will be able to
recognize italics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Italics/Underlining |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.05.b |
Classroom
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Parentheses: Recognize
The learner will be able to
recognize parentheses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Brackets/Parentheses |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.05.b |
Classroom
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Comma: Clauses
The learner will be able to
recognize when commas should be used.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Application |
Master |
0.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Mechanics, #5 week tested: 32. ISAT |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Punctuation (Proper Usage) - B [Software]. |
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Endmark: Exclamation Point
The learner will be able to
use an exclamation point at the end of an exclamatory sentence and after an interjection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Application |
Master |
1.0 |
Measures of Academic Progress (ISAT); ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Endmarks - B [Software]. |
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Comma: Series/Items/Use
The learner will be able to
use commas correctly with items in a series.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Application |
Master |
0.5 |
Measures of Academic Progress (ISAT); ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Commas - A [Software]. |
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Apostrophe: Pronoun/Contraction
The learner will be able to
use an apostrophe correctly in contractions with pronouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Application |
Master |
0.5 |
Measures of Academic Progress (ISAT); ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Apostrophes (Contractions) [Software]. |
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Comma: Introductory/Exclamation
The learner will be able to
use commas with introductory or exclamation words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Application |
Master |
1.5 |
Measures of Academic Progress (ISAT); ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Commas - D [Software]. |
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Comma: Direct Address
The learner will be able to
correctly use a comma after a direct address.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Application |
Master |
0.5 |
Measures of Academic Progress (ISAT); ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Commas - C [Software]. |
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Apostrophe: Irregular/Contraction
The learner will be able to
use an apostrophe with irregular contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Application |
Master |
1.0 |
Measures of Academic Progress (ISAT); ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Apostrophes (Contractions) [Software]. |
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Apostrophe: Possessive/Edit
The learner will be able to
edit for the correct use of apostrophes with possessives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Analysis |
Master |
0.5 |
Measures of Academic Progress (ISAT); ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Apostrophes (Contractions/Possessives) [Software]. |
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Punctuation: Period/Quotation/Apply
The learner will be able to
apply the use of a period and quotation mark at the end of a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Application |
Master |
1.0 |
Marsh Valley Joint School District; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
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Vocabulary: New
The learner will be able to
understand and use new vocabulary: quotation marks, possession, address, phrase, salutation, colon, semicolon, direct quotation, proper noun, place, phrase, address, magazine.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
1.0 |
ISAT |
Classroom
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Response: Expression/Literary
The learner will be able to
listen for literary expression eg. rhymes, mood and flow of language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 700.02 |
Classroom
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Behaviors: Listen Attentively/Discussion
The learner will be able to
listen attentively to classroom discussions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.03.c |
Classroom
|
|
Strategies: Analyze/Evaluate
The learner will be able to
use listening strategies to analyze and evaluate ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Strategies |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 700.03 |
Classroom
|
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Presentation: Oral/Visual/Understand
The learner will be able to
use listening skills to understand, comprehend, and evaluate oral and visual presentations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 700 |
Classroom
|
|
Presentation: Technology/Respond
The learner will be able to
listen and respond to a variety of presentations involving technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 700.01.a |
Classroom
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Response: Oral/Compare/Contrast
The learner will be able to
compare and contrast a range of oral presentations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 700.02.b |
Classroom
|
|
Verbal/Nonverbal Cues: Purpose/Content/I
The learner will be able to
identify the purpose, content, organization, and delivery of verbal and nonverbal communication.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Nonverbal Cues |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 700.03.a |
Classroom
|
|
Media: Relationships/Ideas/Cultures
The learner will be able to
show an understanding of relationships, ideas, and cultures depicted in a variety of media.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 702.02.a |
Classroom
|
|
Fluency: Read Aloud
The learner will be able to
read aloud with fluency aproximately at 142 words a minute.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud: Fluency |
|
Master |
1.0 |
Hasbrouck, J. & Tindal, G. Teaching Exceptional Children (1992) |
Classroom
|
|
Media Form: Effectiveness/Compare
The learner will be able to
compare the effectiveness of the same theme, topic, or text presented in a variety of media formats.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Form |
Analysis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 702.02.b |
Classroom
|
|
Nonprint: Visuals/Create
The learner will be able to
use a wide range of resources to produce visuals that communicate through nonprint media and print media.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Form: Non-Print |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 702.04 |
Classroom
|
|
Decode: Apply/Aid Comprehension
The learner will be able to
apply decoding strategies to aid in reading comprehension.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Decode |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01 |
Classroom
|
|
Emergent Reading: Increasing Fluency
The learner will be able to
increase oral reading fluency to grade-level expectations (approximately.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
|
Master |
|
. |
Classroom
|
|
Draw Conclusion: Investigation/Organize
The learner will be able to
organize and interpret material to draw a conclusion based on an investigation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.04.c |
Classroom
|
|
Compare/Contrast: Human/Experience
The learner will be able to
read and respond to a wide range of literature to compare and contrast the multiple facets of the human experience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02 |
Classroom
|
|
Strategies: Information/Locate/Content
The learner will be able to
locate information to clarify text organization and content before, during, and after reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.b Syntax |
Classroom
|
|
Purposes: Variety/Examine/Evaluate
The learner will be able to
critically examine and evaluate a variety of traditional, technical, and electronic materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.03 |
Classroom
|
|
Reading Behaviors: Content Areas
The learner will be able to
read in all content areas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 3, III |
Classroom
|
|
Response: Questions/Answer
The learner will be able to
answer comprehension questions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
|
Master |
|
ID: Reading Indicators, 2000, Grade 3, Fall, Winter, Spring week tested: 36. |
Classroom
|
|
Emergent Reading: Phonological Awareness
The learner will be able to
demonstrate phonological awareness, an understanding that language is composed of sequences of sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 3, II, Phonological |
Classroom
|
|
Reading: Silent Sustained
The learner will be able to
read silently for a sustained period of time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Silent/Sustained |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 3, III |
Classroom
|
|
Reading Behaviors: Visualize
The learner will be able to
visualize various aspects of the text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 3, III |
Classroom
|
|
Integrate: Strategies/Text
The learner will be able to
integrate appropriate strategies for reading certain kinds of text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Integrate |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698 |
Classroom
|
|
Cause/Effect: Identify
The learner will be able to
identify cause and effect in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.e |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Cause and Effect - A [Software]. |
|
|
Main Idea: Identify
The learner will be able to
identify main ideas from reading passages and the supporting ideas as well.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.o Syntax; 698.02.f; ISAT; %. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Drawing Conclusions - A [Software]. |
|
|
Draw Conclusion: Reading Material
The learner will be able to
draw conclusions about reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Analysis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.m Syntax; ISAT. |
Classroom
|
|
Fact/Opinion: Recognize
The learner will be able to
recognize fact and opinion in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fact/Opinion |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.e; ISAT. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Fact and Opinion - A [Software]. |
|
|
Summary: Variety
The learner will be able to
summarize a variety of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Comprehension |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.l Syntax; ISAT. |
Classroom
|
|
Inference: Text
The learner will be able to
make inferences from text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Analysis |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.m Syntax; ISAT. |
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 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.f Syntax; 698.02.f |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Author - A [Software]. |
|
|
Figurative Language: Identify
The learner will be able to
identify figurative language in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.n Syntax; ISAT. |
Classroom
|
|
Compare/Contrast: Similar Information
The learner will be able to
compare and contrast information that is similar in different literary selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Analysis |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.c; ISAT. |
Classroom
|
|
Strategies: Semantic/Syntactic/Use
The learner will be able to
read fluently using semantic, syntactic, and graphophonic cues.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, III; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.c. |
Classroom
|
|
Organization: Structure/Identify
The learner will be able to
identify beginning, middle, and end of a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.03.a Syntax |
Classroom
|
|
Purposes: Information/Show
The learner will be able to
show how reading can enrich and inform and serve as a tool for lifelong learning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.d; ISAT. |
Classroom
|
|
Tone: Identify
The learner will be able to
identify the tone (author's method of conveying mood) of a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Tone |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.n Syntax; ISAT. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Fictional Tale [Software]. |
|
|
Mood: Identify
The learner will be able to
identify the mood (feeling the reader gets) of a reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mood |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.n Syntax; ISAT. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Short Story - D [Software]. |
|
|
Word: Endings/Understand
The learner will be able to
demonstrate an understanding of common word endings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Comprehension |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, III; ISAT; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, ; 699.02.a. |
Classroom
|
|
Word: Sight Words
The learner will be able to
read high frequency sight words at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Application |
Master |
0.5 |
ID: Reading Indicators, 2000, Grade 3, Fall, Winter, Spring week tested: 36. ; Comprehensive Literacy Plan 2000 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Sight Words - A [Software]. |
|
|
Sequence: Details
The learner will be able to
arrange details from reading selections in chronological order.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.f: ISAT. |
Classroom
|
|
Questions: Critical/Interesting/Issues
The learner will be able to
ask important and interesting questions about issues.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
Application |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.04.b |
Classroom
|
|
Structure: Identify/Informational
The learner will be able to
identify the structure of informational material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.05.c |
Classroom
|
|
Structure: Differences/Language
The learner will be able to
understand that different language structures exist among stories, poems, books, newspapers, and magazines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, II, Print |
Classroom
|
|
Reading Behaviors: Monitor
The learner will be able to
monitor his/her reading comprehension.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Application |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, II, Structure |
Classroom
|
|
Reading Behaviors: Stories/Read
The learner will be able to
read stories and passages independently at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Application |
Master |
2.0 |
ID: Reading Indicators, 2000, Grade 3, Fall, Winter week tested: 36. |
Classroom
|
|
Evaluating: Prior Knowledge
The learner will be able to
evaluate new information in relationship to prior knowledge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
Evaluation |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.02.b |
Classroom
|
|
Reading Aloud: Miscues/Self-Correct
The learner will be able to
self-correct miscues when reading aloud.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud |
Analysis |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, II, Structure |
Classroom
|
|
Construct Meaning: Strategically/Apply
The learner will be able to
strategically apply strategies for comprehension.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Applications |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.04.a |
Classroom
|
|
Emergent Reading: Print Concepts
The learner will be able to
demonstrate comprehension of print concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
Comprehension |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, II, Print |
Classroom
|
|
Fact: Relevant/Identify
The learner will be able to
identify relevant facts in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fact |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.o Syntax; 698.02.f; ISAT. |
Classroom
|
|
Personal: Strategies/Apply
The learner will be able to
apply appropriate strategies when reading for personal pleasure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes: Personal |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.04.a |
Classroom
|
|
Graphic Feature: Diagram/Identify
The learner will be able to
identify a diagram within informational text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Graphic Features |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.05.b |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Graphic (Diagrams) - A [Software]. |
|
|
Vocabulary: New
The learner will be able to
understand and use new vocabulary: literature, advertising, schedule, statement, announcement, biography, entries, chapter, introduction, comparison, glossary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
1.0 |
ISAT |
Classroom
|
|
Purposes: Interpretations/Share
The learner will be able to
share interpretations of one's own work or literature through oral interpretations, memorization, presentation, and dramatic readings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.02.a |
Classroom
|
|
Purposes: Information/Analysis/Critiques
The learner will be able to
use speaking skills to present information and analyses or critiques of written or viewed material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701 |
Classroom
|
|
Purposes: Variety
The learner will be able to
speak for a variety of purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.01.b |
Classroom
|
|
Discussion: Behavior/Participate
The learner will be able to
behave appropriately when participating in discussions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.03.c |
Classroom
|
|
Vocal Characteristic: Inflection/Varied
The learner will be able to
use varied inflections to communicate with others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocal Characteristic |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.01.b |
Classroom
|
|
Strategies: Phrasing/Use
The learner will be able to
use appropriate phrasing for a variety of situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Strategies |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.01.b |
Classroom
|
|
Interpersonal: Skills/Utilize
The learner will be able to
utilize language skills in various interpersonal situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Interpersonal |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 700.01.c |
Classroom
|
|
Presentation: Variety
The learner will be able to
participate in a variety of oral presentations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 3.; I |
Classroom
|
|
Audience: Variety
The learner will be able to
speak for a variety of audiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Audience |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.01.b |
Classroom
|
|
Purposes: Identify
The learner will be able to
identify and use oral communication for a variety of purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.01.b |
Classroom
|
|
Discussion: Understanding/Verify
The learner will be able to
verify understanding in discussions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.03.c |
Classroom
|
|
Conversation: Monopolize/Refrain
The learner will be able to
refrain from monopolizing conversations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.03.c |
Classroom
|
|
Discussion: Cultural/Sensitivity/Show
The learner will be able to
show cultural sensitivity in discussions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.03.c |
Classroom
|
|
Discussion: Questions
The learner will be able to
ask appropriate questions in the context of a discussion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.03.c |
Classroom
|
|
Evaluator: Strengths/Needs
The learner will be able to
evaluate his/her own strengths and developmental needs as a presenter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluator |
Evaluation |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.03.d |
Classroom
|
|
Presentation:Plan/Deliver Information
The learner will be able to
plan and deliver information in an oral presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
Application |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Writing; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.01.a |
Classroom
|
|
Research: Chart/Use
The learner will be able to
use charts to present information in an oral presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Research |
Application |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.01.a |
Classroom
|
|
Eye Contact: Enhance
The learner will be able to
use eye contact to enhance verbal communication.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Eye Contact |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.01.b |
Classroom
|
|
Discussion: Participate
The learner will be able to
express opinions using cause/effect and similarities/differences to solve problems in a small or large group discussion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Group Communication: Discussion |
Application |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 3.; I; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.03.a |
Classroom
|
|
Presentation: Share Personal/Literary
The learner will be able to
use oral interpretation, memorization, presentation and dramatic readings to share personal or literary works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analogy |
|
Master |
1.0 |
$$$$$$$*****(a); ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 701.02.a |
Classroom
|
|
Spelling: Application/Proficient/Rules
The learner will be able to
write using increasingly proficient applications of spelling rules.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a |
Classroom
|
|
Spelling: Strategies/Apply
The learner will be able to
spell words by applying the following strategies: creating lists based on sound and word parts, practicing with words from individual writing and reading assignments, and practicing assigned sight words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Spelling |
Classroom
|
|
Spelling: Previously Studied
The learner will be able to
correctly spell previously studied words when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Spelling |
Classroom
|
|
Spelling: Apply/Conventions
The learner will be able to
apply the conventions of spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
Application |
Master |
2.0 |
ID: Reading Indicators, 2000, Grade 3, Winter, Spring week tested: 36.; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.a ; ISAT |
Classroom
|
|
Spelling: High-Frequency
The learner will be able to
correctly spell words 131-3166 from the district adopted high-frequency word list.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1 |
Classroom
|
|
Strategies: Syllabication
The learner will be able to
apply rules of syllabication to help spell words correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
Application |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, II, Phonological; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.b |
Classroom
|
|
|
Study and Research Skills
|
|
|
Research Technology: Electronic/Find
The learner will be able to
read to find information in a wide range of electronic sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Technology |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01, 698.04 |
Classroom
|
|
Research Technology: Services/Use
The learner will be able to
use electronic technology services to gain understanding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Technology |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01 |
Classroom
|
|
Library Skills: Purpose/Use
The learner will be able to
use a library for specific purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Library Equipment Skills |
Application |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, III |
Classroom
|
|
Map: Interpret
The learner will be able to
interpret information found on a map.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Map |
Analysis |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 702.03.a |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Graphic (Maps) - A [Software]. |
|
|
Chart: Information/Interpret
The learner will be able to
interpret information found on charts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chart |
Analysis |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 702.03.a |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Graphic (Chart/Bar Graph ) [Software]. |
|
|
Graphical Format: Information/Recognize
The learner will be able to
recognize graphical information that enhances text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphical Format |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.05.b |
Classroom
|
|
Graphical Formats: Use
The learner will be able to
recognize/use graphs to interpret information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Graphical Format |
Analysis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 702.03.a ; 698.05.b |
Classroom
|
|
Research Technology: Obtaining Data
The learner will be able to
use electronic technology services to obtain information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Technology |
Comprehension |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.05.a |
Classroom
|
|
Print Style: Bold Print/Recognize
The learner will be able to
recognize bold print.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print Style |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.05.b |
Classroom
|
|
Reference Form: Traditional/Reference
The learner will be able to
identify traditional reference sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference Form |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.05.a |
Classroom
|
|
Table: Purpose
The learner will be able to
identify the overall purpose of a table.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Table |
Knowledge |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.05.b |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Graphic (Table) [Software]. |
|
|
Research Skills: Variety/Paraphrase
The learner will be able to
paraphrase information from a variety of sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Comprehension |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.d Syntax |
Classroom
|
|
Research Skills: Locating Information
The learner will be able to
locate information for a variety of purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Comprehension |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.c Syntax |
Classroom
|
|
Research Skills: References
The learner will be able to
use basic reference materials to gather information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Application |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, III |
Classroom
|
|
Research Skills: Appropriate Strategies
The learner will be able to
use appropriate research strategies to locate information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.04.a |
Classroom
|
|
Research Skills: Traditional/Find
The learner will be able to
read to find information in a wide range of traditional sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.04, 698.05.a |
Classroom
|
|
Research Skills: Technical/Find
The learner will be able to
read to find information in a wide range of technical sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.04 |
Classroom
|
|
Research Skills: Examine/Sources
The learner will be able to
examine a variety of sources to gather information for specific needs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Analysis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.c Syntax |
Classroom
|
|
Print: Identify
The learner will be able to
identify print sources of information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference Form: Print/Nonprint |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 702.01.a |
Classroom
|
|
Expand: Discuss/Explain/Practice
The learner will be able to
use discussion, practice, and explanation to develop his/her vocabulary and the knowledge to use it.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Expand/Build |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Vocabulary |
Classroom
|
|
Strategies: Cuing/Grade Appropriate
The learner will be able to
use cuing strategies to fluently read grade appropriate text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.b Phonics |
Classroom
|
|
Strategies: Language/Anticipate/Words
The learner will be able to
apply understanding of written language to anticipate words when reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.a Syntax |
Classroom
|
|
Appropriate: Write
The learner will be able to
use appropriate word choices in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice: Appropriate |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.b ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Prefix: Demonstrate Understanding
The learner will be able to
demonstrate an understanding of common prefixes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prefix |
Comprehension |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, III |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Prefixes - A [Software]. |
|
|
Suffix: Demonstrate Understanding
The learner will be able to
demonstrate an understanding of common suffixes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Comprehension |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, III |
Classroom
|
|
Synonym: Identify/Use
The learner will be able to
identify/use synonyms appropriately.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Synonym |
Knowledge |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Vocabulary; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.g |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Synonyms - A [Software]. |
|
|
Synonym: Unfamiliar/Interpret
The learner will be able to
apply his/her knowledge of synonyms to interpret the meaning of unfamiliar words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Synonym |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.g Word Analysis |
Classroom
|
|
Antonym: Identify/Use
The learner will be able to
identify/use antonyms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Antonym |
Knowledge |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Vocabulary; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.g |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Antonyms - A [Software]. |
|
|
Antonym: Unfamiliar/Interpret
The learner will be able to
apply his/her knowledge of antonyms to interpret the meaning of unfamiliar words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Antonym |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.g Word Analysis |
Classroom
|
|
Homonym: Unfamiliar/Interpret
The learner will be able to
apply his/her knowledge of homonyms to interpret the meaning of unfamiliar words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Homonym |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.g Word Analysis |
Classroom
|
|
Homonym: Meaning/Phrases
The learner will be able to
apply knowledge of homonyms to determine the meaning of phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Homonym |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.g Word Analysis |
Classroom
|
|
Context: Unfamiliar Words
The learner will be able to
use context clues to decide the meaning of unfamiliar words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.d Context Clues |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Context for Word Meaning - A [Software]. |
|
|
Multiple Meaning: Knowledge/Apply
The learner will be able to
consistently apply his/her knowledge of words with multiple meanings to determine meaning of words and phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiple Meaning |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.g Word Analysis |
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 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Vocabulary; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.h |
Classroom
|
|
Syllabication: New Word/Decode
The learner will be able to
use syllabication to decode new words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Syllabication |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.b Phonics |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Syllabication [Software]. |
|
|
Contraction: Phrases/Apply
The learner will be able to
apply knowledge of contractions to determine the meaning of phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
Application |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.g Word Analysis |
Classroom
|
|
Writing: Purpose/Identify/ Audience
The learner will be able to
identify vocabulary appropriate for a given purpose and audience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Writing |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.c |
Classroom
|
|
Compound Word: Apply
The learner will be able to
incorporate compound words into his/her own writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compound Word |
Application |
Master |
1.5 |
$$$$$$$***** |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Compound Words - A [Software]. |
|
|
Word: Decode/Apply
The learner will be able to
define strategies and apply word analysis skills to decode unknown words, using syllabication rules.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Application |
Master |
1.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, III; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, ; 698.01.b. |
Classroom
|
|
Decoding: Words/Recognize
The learner will be able to
use phonetic decoding strategies to recognize words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Phonetic Clues: Decoding |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.01.b Phonics |
Classroom
|
|
Vocabulary: New
The learner will be able to
understand and use new vocabulary: similar to , alphabetical order, syllable.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
1.0 |
ISAT |
Classroom
|
|
Resources: Electronic/Identify
The learner will be able to
identify and use electronic sources of information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technological Resources |
Knowledge |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 698.04.a,b,c |
Classroom
|
|
Viewing Behaviors: Display Skills
The learner will be able to
display viewing comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Viewing Behaviors |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 702 |
Classroom
|
|
Visual Genre: Visual Aids/Explore
The learner will be able to
explore the use of visual aids with assistance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Visual Genre |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 702.04.a |
Classroom
|
|
Strategies: Skill/Conventions/Purpose
The learner will be able to
demonstrate skill and use of writing conventions appropriate to purpose and audience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Strategies |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699 |
Classroom
|
|
Narrative: Introductory/Supporting/Concl
The learner will be able to
compose a properly indented narrative work that includes an introductory paragraph stating a main idea, supporting paragraphs with transitions, facts, details, and explanations, and a summarizing concluding paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.03.a ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Purposes: Reflect
The learner will be able to
write to be reflective.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.b |
Classroom
|
|
Purposes: Practical
The learner will be able to
write for practical purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.b |
Classroom
|
|
Purposes: Correctly/Write
The learner will be able to
write correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02 |
Classroom
|
|
Purposes: Personal Information
The learner will be able to
write to express personal information and ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.b ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Prewriting: Brainstorming
The learner will be able to
brainstorm ideas for writing at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.a |
Classroom
|
|
Edit: Writing/Correct
The learner will be able to
edit writing to correct it.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02 ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Edit: Own
The learner will be able to
edit his/her own writing at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.a ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Revise: Written Work
The learner will be able to
revise written work at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.a ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Drafting
The learner will be able to
draft written works at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.a ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Organization: Structure
The learner will be able to
use appropriate organizational structure in his/her writing at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.b ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Publishing: Share/Others
The learner will be able to
share and publish written works with others at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Publishing |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.a ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Collaborative Writing: Teacher/Plans
The learner will be able to
discuss with the teacher one's plans for writing at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Collaborative Writing |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.a |
Classroom
|
|
Narrative: Composition
The learner will be able to
write a narrative composition at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.03 ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Purposes: Recorded/Ideas/Use
The learner will be able to
use writing to record ideas at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.b |
Classroom
|
|
Purposes: Generate/Ideas/Use
The learner will be able to
use writing to generate ideas at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.b |
Classroom
|
|
Descriptive: Language/Write/Use
The learner will be able to
use descriptive language when writing creative written works at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.03.b ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Descriptive: Language/Publish/Use
The learner will be able to
use descriptive language when publishing creative written works at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.03.b ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Clarity: Write
The learner will be able to
write clearly at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Clarity/Focus |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02 |
Classroom
|
|
Handwriting/D'Nealian
The learner will be able to
write legibly at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Cursive |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.b; ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Writing |
Classroom
|
|
Style: Select/Purpose
The learner will be able to
select an appropriate style for a given writing purpose at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Style |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.c |
Classroom
|
|
Topic Sentence: Paragraph/Write
The learner will be able to
write an organized paragraph with a topic sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Content: Topic Sentence |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.b ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Topic Sentence - A [Software]. |
|
|
Technological Tools: Publish/Variety
The learner will be able to
use technology to publish a variety of works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Technologies |
Application |
Master |
2.0 |
$$$$$$$***** |
Classroom
|
|
Dialogue: Realistic/Use
The learner will be able to
incorporate dialogue that sounds realistic into written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dialogue |
Application |
Master |
1.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Mechanics, #5 week tested: 32. |
Classroom
|
|
Figurative Language: Feeling/Create
The learner will be able to
use figurative language to create feeling in a written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Application |
Master |
0.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Tone week tested: 32. |
Classroom
|
|
Figurative Language: Mood/Create
The learner will be able to
use figurative language to create mood in a written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Application |
Master |
0.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Tone week tested: 32. |
Classroom
|
|
Informative: Details/Specific/Include
The learner will be able to
write an informative paper which includes specific details.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository: Informative |
Application |
Master |
1.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Audience week tested: 32. |
Classroom
|
|
Literary Device: Plot/Write
The learner will be able to
write pieces that incorporate plot development.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Device |
Application |
Master |
1.0 |
ID: Direct Writing Assessment, 1998, Grade 4, Audience, #5 week tested: 32. |
Classroom
|
|
Story Elements: Use
The learner will be able to
use story elements in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Application |
Master |
1.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Audience, #5 week tested: 32. |
Classroom
|
|
Voice: Active
The learner will be able to
write using the active voice.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Voice |
Application |
Master |
1.0 |
ID: Direct Writing Assessment, 1998, Grade 4, Tone, #5 week tested: 32. |
Classroom
|
|
Voice: Develop/Consistent
The learner will be able to
develop a consistent voice.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Voice |
Application |
Master |
0.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Tone, #5 week tested: 32. |
Classroom
|
|
Voice: Write/Expressive
The learner will be able to
write with an expressive voice.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Voice |
Application |
Master |
1.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Tone, #5 week tested: 32. |
Classroom
|
|
Word: Interesting/Meaning/Select
The learner will be able to
select interesting words to convey meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Application |
Master |
1.0 |
ID: Direct Writing Assessment, 1998, Grade 4, Tone, #5 week tested: 32. |
Classroom
|
|
Word: Surprise/Amuse/Move
The learner will be able to
use original words that may surprise, amuse, or move a reader.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Application |
Master |
0.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Tone, #5 week tested: 32. |
Classroom
|
|
Writing Behaviors: Respond/Prompt
The learner will be able to
respond appropriately to a given writing prompt.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Behaviors |
Application |
Master |
0.5 |
ID: Direct Writing Assessment, 1998, Grade 4, Audience week tested: 32. |
Classroom
|
|
Writing Behaviors: Use Concepts/Time
The learner will be able to
apply concepts of time when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Behaviors |
Application |
Master |
1.0 |
ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Vocabulary: New
The learner will be able to
understand and use new vocabulary: comma, initials, compound sentence, main headings, punctuation mark, exclamation point, poem, book report, fairy tale, directions, advertisement, mood, catalog, comparison, point of view, persuasive argument, narrative, description, quotation marks, syntax, title, revising, first draft, editing, title, information, review, author's purpose, narration, persuasion, sequence, composition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
1.0 |
ISAT |
Classroom
|
|
Form: Complete Complex
The learner will be able to
complete complex forms of writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Form |
Synthesis |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Writing |
Classroom
|
|
Audience: Style
The learner will be able to
select an appropriate style for a given audience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Audience |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.c ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Report: Write
The learner will be able to
write reports.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Report |
Synthesis |
Master |
1.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Writing |
Classroom
|
|
Figurative Language: Publish/Use
The learner will be able to
use figurative language when publishing creative written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.03.b |
Classroom
|
|
Support: Topic/Audience/Appropriate
The learner will be able to
support written works with details and examples appropriate to topic, audience, and purpose.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Support |
Application |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.b ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Figurative Language: Write/Use
The learner will be able to
use figurative language when writing creative written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.03.b ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Edit: Spelling
The learner will be able to
edit for correct spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
Analysis |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Spelling ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Proofreading (Spelling) - A [Software]. |
|
|
Purposes: Vocabulary/Select
The learner will be able to
select an appropriate vocabulary for a given purpose.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
Application |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.01.c |
Classroom
|
|
Collaborative Writing: Discuss
The learner will be able to
discuss written works with others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Collaborative Writing |
Comprehension |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 3, IV, Writing |
Classroom
|
|
Paragraph: Clear/Developed/Write
The learner will be able to
write fully developed paragraphs that include clear, controlling ideas at grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Content |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 3, 699.02.b ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Paragraph Coherence - A [Software]. |
|
|
|
