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MVSD |
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Curriculum 01/12/03 |
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Language Arts - Grade 1 |
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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 |
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ID: Comprehensive Literacy Plan, 2000, Grade 1; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 683.03.a |
Classroom
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Informational Text: Read/Various
The learner will be able to
read various informational materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, III; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.a |
Classroom
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Narrative: Various/Read
The learner will be able to
read various narrative texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Comprehension |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, III; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.a |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Narrative: Descriptive [Software]. |
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Genre: Identify
The learner will be able to
identify the genre of a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
Knowledge |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02.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 1, 680.05.b |
Classroom
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Language Processes: Information/Relate
The learner will be able to
orally relate novel information in his/her own words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Applications: General |
Comprehension |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, III, Comprehension |
Classroom
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Grammar: Understanding/Develop
The learner will be able to
develop a beginning understanding of grammar.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
|
Master |
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ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Structure; ISAT |
Classroom
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Grammar: Rules/Apply
The learner will be able to
identify nouns ,action verbs, and pronouns (he, she, they).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02.c ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20; ISAT |
Classroom
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Sentence Structure: Understand
The learner will be able to
arrange words in order to form complete sentences; statements, questions, and commands, containing 4-6 words, using very basic vocabulary. Students will also recognize complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Comprehension |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Structure ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20; ISAT ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.b |
Classroom
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Expression: Word/Meaning/Understand
The learner will be able to
understand that words are part of language used to impart meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Expression |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Structure |
Classroom
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Expression: Sentence/Meaning/Understand
The learner will be able to
understand that sentences and phrases are part of language used to impart meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Expression |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Structure |
Classroom
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Adjective: Identify
The learner will be able to
identify the adjective in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Knowledge |
Master |
0.5 |
ISAT |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Adjectives - A [Software]. |
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Verbs: Action/Identify
The learner will be able to
identify past and present tense action verbs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Action/Identify |
Knowledge |
Master |
1.0 |
ISAT |
Classroom
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Subject-verb agreement
The learner will be able to
recognize subject-verb recognize in a short simple sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Action/Identify |
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Master |
1.0 |
ISAT |
Classroom
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;Noun: Plural Forms
The learner will be able to
identify the regular and irregular plural form of a noun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Knowledge |
Master |
2.0 |
ISAT |
Classroom
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Assessment Resources |
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Skills Connection, EdVISION Corporation, Version 2.1, Nouns [Software]. |
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Pronoun: Subject/Object
The learner will be able to
complete a given sentence with the correct subjective or objective pronoun, eg. me, them, us.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
1.0 |
ISAT |
Classroom
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Assessment Resources |
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Skills Connection, EdVISION Corporation, Version 2.1, Pronouns (Subject/Object) [Software]. |
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Pronoun: Nominative
The learner will be able to
use appropriate nominative pronouns: eg. he, she, it, or they.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Knowledge |
Master |
1.0 |
ISAT |
Classroom
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Assessment Resources |
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Skills Connection, EdVISION Corporation, Version 2.1, Pronouns (Subject/Object) [Software]. |
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Pronoun: Possessive/Use/Speaking/Writing
The learner will be able to
use the correct forms of possessive pronouns when speaking and writing: eg. her, his, their.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Application |
Master |
1.0 |
ISAT |
Classroom
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Assessment Resources |
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Skills Connection, EdVISION Corporation, Version 2.1, Pronouns (Possessive) [Software]. |
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Pronoun: Takes the place of a noun
The learner will be able to
understand that a pronoun takes the place of a noun and is used to take the place of a singular "thing".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Knowledge |
Master |
2.0 |
ISAT |
Classroom
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Punctuation: Identify Correct
The learner will be able to
identify and use the correct punctuation namely; period, question mark and comma, exclamation point used in city/state, date.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Knowledge |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Structure ; 8, ISAT |
Classroom
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Capitalization: Application of Rules
The learner will be able to
apply capitalization rules in his/her written work namely; proper nouns eg. names, name of cities, states, school and the first letter of a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02.c ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20, 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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Apostrophe: Simple Contractions
The learner will be able to
begin to use apostrophes correctly in contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Application |
Master |
1.0 |
ISAT |
Classroom
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Assessment Resources |
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Skills Connection, EdVISION Corporation, Version 2.1, Apostrophes (Contractions/Possessives) [Software]. |
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Vocabulary: New
The learner will be able to
understand and use new vocabulary: comma, contraction, punctuate, tight mark, sentence, capital letter, capitalized, underlined, sentence, missing words.
| 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.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses |
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Master |
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ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.02 |
Classroom
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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 |
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Master |
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ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.03 |
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 |
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Master |
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ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682 |
Classroom
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Directions: Three Step
The learner will be able to
follow three-step directions given orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Application |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.04.a |
Classroom
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Response: Oral Presentations
The learner will be able to
listen to an oral presentation and compare and contrast the information presented and give appropriate feedback.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses |
Comprehension |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.02.a |
Classroom
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Behaviors: Eye Contact
The learner will be able to
maintain eye contact with a speaker.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
Application |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.01.a |
Classroom
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Questions: Who/What/Where/When
The learner will be able to
demonstrate critical listening by answering questions asking "who," "what," "where," and "when".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.03.c, 682.01.C |
Classroom
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Cultural: Understanding/Enrich
The learner will be able to
use listening skills to acquire information which may enrich his/her understanding of different cultures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cultural Influences |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.01.b |
Classroom
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Emergent Listening: Repeat/Sequence
The learner will be able to
listen to and discriminate between two sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Listening |
Comprehension |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.f Phonemic Awareness, IRI |
Classroom
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Critical Thinking: Fact/Opinion
The learner will be able to
differentiate between real and imaginary, and fact and opinion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking |
Analysis |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.03.a |
Classroom
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Assessment Resources |
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Skills Connection, EdVISION Corporation, Version 2.1, Fact and Opinion - A [Software]. |
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Fluency: Read Aloud
The learner will be able to
read aloud with fluency aproximately at 80 words a minute.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud: Fluency |
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Master |
1.0 |
Hasbrouck, J. & Tindal, G. Teaching Exceptional Children (1992) |
Classroom
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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 |
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Reinforce |
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Classroom
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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 |
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Master |
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ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02 |
Classroom
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Compare: Experience/Understanding
The learner will be able to
recognize and compare his or her experiences and understanding to that of characters, events, and situations in a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
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Master |
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ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02.b |
Classroom
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Strategies: Visual/Structural/Meaning
The learner will be able to
combine visual, structural, and meaning cues to comprehend text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
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Master |
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ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.a During Reading |
Classroom
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Strategies: Reread
The learner will be able to
use rereading as a strategy to develop fluency.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
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ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.d During Reading |
Classroom
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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 |
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Master |
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ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.03 |
Classroom
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Reading Behaviors: Books/100-200
The learner will be able to
read 100-200 books within small groups and individually.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
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ID: Comprehensive Literacy Plan, 2000, Grade 1, III |
Classroom
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Response: Questions/Answer
The learner will be able to
answer comprehension questions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
|
Master |
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ID: Reading Indicators, 2000, Grade 1, Spring week tested: 36. |
Classroom
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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 |
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ID: Comprehensive Literacy Plan, 2000, Grade 1, III, Comprehension |
Classroom
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Reading Behaviors: Read/Pleasure
The learner will be able to
read for one's own pleasure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
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ID: Comprehensive Literacy Plan, 2000, Grade 1, III |
Classroom
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Cause/Effect: "Why"/"How&
The learner will be able to
identify cause and effect relationships by answering "why," "how," and "what-if" questions and identify main ideas from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.03.b; 680.01.w |
Classroom
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Draw Conclusion: Reading Material
The learner will be able to
draw conclusions and make inferences about events taking place in the reading material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Analysis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.y Reading Comprehension |
Classroom
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Predicting: Discuss Predictions
The learner will be able to
as the story progresses, discuss one's own predictions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Comprehension |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.a Before Reading |
Classroom
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Predicting: Illustrations/Content
The learner will be able to
use illustrations to predict the content of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.q Before Reading |
Classroom
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Directions: Signs/Labels/Instructions
The learner will be able to
use signs, labels, and instructions to follow hard copies of directions as well as those from technological sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.05.b |
Classroom
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Summary: Passage
The learner will be able to
construct meaning and summarize a reading passage in his/her own words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, III, Comprehension; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.03.b |
Classroom
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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 |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02.b |
Classroom
|
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Compare: Plot/Setting/Characters/Two
The learner will be able to
compare the plot, setting, and characters of two stories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Analysis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02.a |
Classroom
|
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Strategies: Features/Use/Find
The learner will be able to
identify and use text features to find information in text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02.a; 680.04.a |
Classroom
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Strategies: Self-Correct
The learner will be able to
self-correct to monitor his/her reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.s During Reading |
Classroom
|
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Strategies: Effective/Use
The learner will be able to
develop and use effective reading strategies, such as decoding, context clues, and rereading to gain meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| |
