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Meigs County |
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Meigs County Curriculum |
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Kindergarten - Language Arts |
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Behaviors: Literal Skills
The learner will be able to
demonstrate developmentally appropriate literal listening comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
Comprehension |
Introduce |
6.0 |
Terra Nova, Complete Battery, 1997, Level 10, Part 1, Item #012, Part 2, Item #001, 008-009 week tested: 30.; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22.; TN: Curriculum Standards, 2001, Kindergarten, K.1.02.b |
Classroom
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Behaviors: Active Listening
The learner will be able to
engage in active listening during different situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
Comprehension |
Introduce |
6.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
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Critical Listening: Content/Analyze
The learner will be able to
analyze auditory material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Listening |
Analysis |
Introduce |
4.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
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Instructional Resources |
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| · |
Jump Start 3rd Grade Mystery Mountain, Knowledge Adventure, The Art Gallery (practice) [Software]. Match pictures to description and create a picture to match a description |
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Directions: Complete Assignment
The learner will be able to
follow directions to complete an assignment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Application |
Introduce |
4.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
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Directions: Simple
The learner will be able to
follow simple directions delivered orally including two-step and three-step directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Application |
Introduce |
4.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22; TN: Curriculum Standards, 2001, Kindergarten, K.1.02.e.; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #36 |
Classroom
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Evaluating: Information/Tone
The learner will be able to
evaluate information delivered by a speaker and recognize meaning through the speaker's tone of voice.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
Evaluation |
Introduce |
4.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22; TN: Curriculum Standards, 2001, Kindergarten, K.1.06.b |
Classroom
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Behaviors: Interpretive Skills
The learner will be able to
demonstrate developmentally appropriate interpretive listening comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
Comprehension |
Introduce |
4.0 |
Terra Nova, Complete Battery, 1997, Level 10, Part 1, #3-4, 7-8, 13-14, Part 2, #2-3, 10 week tested: 30.; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22.; TN: Curriculum Standards, 2001, Kindergarten, K.1.02.b |
Classroom
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Figurative Language: Literal
The learner will be able to
distinguish between figurative and literal meanings of words and phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figures of Speech |
Comprehension |
Introduce |
4.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #1 week tested: 30. |
Classroom
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Assessment Resources |
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| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
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Behaviors: Listening Skills/ Expand
The learner will be able to
expand listening skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.02 |
Classroom
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Response: Variety/Media
The learner will be able to
listen and respond to a wide variety of media.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.02.c |
Classroom
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Detail: Specific Information
The learner will be able to
listen for specific information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.02.a |
Classroom
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Discussion: Group/Participate
The learner will be able to
participate in group discussions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.01.e |
Classroom
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Purposes: Identify
The learner will be able to
identify his/her purpose for listening.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Purposes |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.08.a.; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #11 |
Classroom
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Listen Attentively
The learner will be able to
listen attentively to a variety of speakers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Strategies: Monitor |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.02.a; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #11 |
Classroom
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Emergent Reading: Print Concepts
The learner will be able to
use concepts of print in developmentally appropriate ways, demonstrate comprehension of print concepts, and develop an understanding that print imparts meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Curriculum Standards, 2001, Kindergarten, K.1.03.b |
Classroom
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Instructional Resources |
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| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - Classroom Activities [Software]. These activities center around material covered in the Ribbit Collection Vol. 1 & 2 Teacher Manual and ancillary printed material. All Classroom Activities are designed to be used in tandem with the Computer Software. |
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Reading Behaviors: Appreciation
The learner will be able to
appreciate written texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
Evaluation |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
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Reading Behaviors: Fluency/Confidence
The learner will be able to
read text aloud with fluency, expressions, accuracy, and confidence, read independently, and read on his/her own for pleasure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
Knowledge |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8.; TN: Curriculum Standards, 2001, Kindergarten, K.1.12.b, K.1.06 |
Classroom
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Instructional Resources |
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| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - Classroom Activities [Software]. These activities center around material covered in the Ribbit Collection Vol. 1 & 2 Teacher Manual and ancillary printed material. All Classroom Activities are designed to be used in tandem with the Computer Software. |
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Response: Connection/Text
The learner will be able to
make connections among reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
Comprehension |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
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Strategies: Variety/Develop/Use
The learner will be able to
develop and use a variety of reading strategies and apply reading strategies to monitor comprehension.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
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Word: Sight Words
The learner will be able to
read grade-level appropriate sight words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Analysis |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8.; TN: Curriculum Standards, 2001, Kindergarten, K.1.07.e |
Classroom
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Analyzing/Interpreting: Content
The learner will be able to
analyze written material and interpret reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analyzing |
Analysis |
Introduce |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
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Evaluating: Content
The learner will be able to
evaluate the content of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
Evaluation |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
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Organize: Information/Graphic Organizers
The learner will be able to
organize information while reading and create graphic organizers to visually represent ideas and relationships of ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization: Information |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Curriculum Standards, 2001, Kindergarten, K.1.08.e |
Classroom
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Predict Outcome: Information
The learner will be able to
make predictions from information in written and in reading materials and in texts including predicting a future event or the next event that will occur in a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Curriculum Standards, 2001, Kindergarten, K.1.08.c, K.1.09.a.3; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #33 |
Classroom
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Assessment Resources |
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| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
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Purposes: Obtain Information/Understand
The learner will be able to
read to obtain information and to increase understanding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes: Collect Information |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
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Reality/Fantasy
The learner will be able to
investigate the differences and distinguish between reality and fantasy in a variety of genres.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real/Non-Real |
Comprehension |
Introduce |
4.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #34 |
Classroom
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Instructional Resources |
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| · |
Jump Start 4th Grade Haunted Island, Knowledge Adventure, The Cemetery (practice) [Software]. Select the parts of speech indicated to complete a story written on a tombstone. |
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Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
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Strategies: Consonants/Rhyming
The learner will be able to
use consonant substitution and rhyming words as a strategy for reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
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Strategies: Context Clues/Pictures
The learner will be able to
use context clues and pictures to gain an understand of reading materials and written texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
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Strategies: Apply Principles
The learner will be able to
apply phonetic principles and word recognition strategies to read fluently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
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Comprehension: Display Skills
The learner will be able to
display comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Comprehension |
Master |
4.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #2 week tested: 30..; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
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Instructional Resources |
| |
| · |
Jump Start 1st Grade, Knowledge Adventure, Reading is Fun-damental (instruction & practice) [Software]. Read from the JumpStart Library and answer questions to check reading comprehension. |
| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - Classroom Activities [Software]. These activities center around material covered in the Ribbit Collection Vol. 1 & 2 Teacher Manual and ancillary printed material. All Classroom Activities are designed to be used in tandem with the Computer Software. |
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Emergent Reading: Letter/Word/Sign
The learner will be able to
demonstrate an understanding of the structural relationship in letters, words, and signs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
Comprehension |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #6 week tested: 30. |
Classroom
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Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Knowledge |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #2 week tested: 30. |
Classroom
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Instructional Resources |
| |
| · |
Jump Start 2nd Grade, Knowledge Adventure, Clubhouse (practice) [Software]. Read mail and collect stamps to solve a riddle or puzzle; locate places on the map, compose and print from the computer. |
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Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
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Emergent Reading: Understanding Sentence
The learner will be able to
understand the meaning of a sentence and recognize that the first word of a sentence begins with a capital letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Comprehension |
Master |
2.5 |
Terra Nova, Complete Battery, 1997, Level 10, Part 2, Item #016-022 week tested: 30.; TN: Curriculum Standards, 2001, Kindergarten, K.3.02.e |
Classroom
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Instructional Resources |
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Jump Start 1st Grade, Knowledge Adventure, Milk Cap Game (practice) [Software]. Answer questions about the world, math, reading, and time including skip counting, geography, ordinal numbers, opposites, and reading comprehension. |
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Jump Start Kindergarten, Knowledge Adventure, Chalkboard: Building Sentences (practice) [Software]. Match icons to a part of a sentence or assemble a new sentence and learn sentence structure, oral comprehension, and memory skills. |
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Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - Classroom Activities [Software]. These activities center around material covered in the Ribbit Collection Vol. 1 & 2 Teacher Manual and ancillary printed material. All Classroom Activities are designed to be used in tandem with the Computer Software. |
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Words: Environment
The learner will be able to
recognize words found in the immediate environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Comprehension |
Master |
4.0 |
Terra Nova, Complete Battery, 1997, Level 10, Part 1, Item #001-002 week tested: 30. |
Classroom
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Sequence: Identify Order
The learner will be able to
identify the order of events which occur within a reading selection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Comprehension |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #2 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - Classroom Activities [Software]. These activities center around material covered in the Ribbit Collection Vol. 1 & 2 Teacher Manual and ancillary printed material. All Classroom Activities are designed to be used in tandem with the Computer Software. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
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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 |
Comprehension |
Introduce |
75.0 |
TN: Curriculum Standards, 2001, Kindergarten |
Classroom
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Construct Meaning: Strategies
The learner will be able to
construct meaning from reading selections using many different comprehension strategies including prior knowledge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Strategies |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.09; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #32 |
Classroom
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Post-Reading: Strategies
The learner will be able to
use post-reading strategies to confirm his/her understanding of a given text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Post-Reading |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.09 |
Classroom
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Prereading: Strategies/Apply/Develop
The learner will be able to
apply and develop a variety of prereading strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pre-Reading |
Application |
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.08 |
Classroom
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Reading Behaviors: Favorite Books/Story
The learner will be able to
share favorite books and recognize favorite stories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.14.b, K.1.14.c |
Classroom
|
|
Reading Behaviors: Motivation/Create
The learner will be able to
create and maintain a motivation to read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.14 |
Classroom
|
|
Relate: Events/Experiences
The learner will be able to
relate events and information in text and reading materials to life experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpretation: Relate |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.08.f |
Classroom
|
|
Response: Creative
The learner will be able to
respond creatively to written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Composing |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.01.f.; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #8 |
Classroom
|
|
Response: Develop/Mental Image
The learner will be able to
develop mental images while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.09.a.4 |
Classroom
|
|
Sharing: Take Part/Reading
The learner will be able to
take part in shared reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Selecting/Sharing |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.07.c |
Classroom
|
|
Strategies: Reading to Learn/Curriculum
The learner will be able to
develop skills to facilitate reading to learn across the curriculum.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.11 |
Classroom
|
|
Strategies: Vocabulary
The learner will be able to
utilize reading strategies to expand vocabulary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.12.c |
Classroom
|
|
Construct Meaning: Background Knowledge
The learner will be able to
construct meaning using background knowledge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Strategies |
Synthesis |
Master |
2.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.08.b |
Classroom
|
|
Decode: Strategies/Use
The learner will be able to
use a variety of strategies to decode words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Decode |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.05 |
Classroom
|
|
Draw Conclusion: Accuracy
The learner will be able to
draw conclusions founded on the accuracy of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.09.b.3 |
Classroom
|
|
Emergent Reading: Alphabetic Principle
The learner will be able to
apply an understanding of alphabetic principle, identify letters of the alphabet, identify and/or match corresponding uppercase and lowercase letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.05.d, K.1.05.a; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #16, 18 |
Classroom
|
|
Emergent Reading: Conventions/Hold Book
The learner will be able to
hold books correctly when reading and turn pages, starting at the front and moving toward the back.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conventions |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.03.c.; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #13 |
Classroom
|
|
Emergent Reading: Environmental Print
The learner will be able to
share environmental print.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.14.b |
Classroom
|
|
Emergent Reading: Eye Movements
The learner will be able to
demonstrate left to right and top to bottom eye movement when viewing print materials, track words from left to right and from top to bottom on a page, and track print in familiar text that is orally read or when rereading his/her own writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conventions |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.03.c; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #14, 13 |
Classroom
|
|
Emergent Reading: Illustrations/Use
The learner will be able to
use illustrations to represent spoken language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.03.a |
Classroom
|
|
Emergent Reading: Books/Variety
The learner will be able to
read, use, and explore picture books, storybooks, alphabet books, number books, nursery rhymes, and rhyming materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.13.a, K.1.13.b, K.1.13.c, K.1.13.d |
Classroom
|
|
Emergent Reading: Temporary Spelling
The learner will be able to
represent spoken language with temporary and/or conventional spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.03.a |
Classroom
|
|
Emergent Reading: Word Families/Walls
The learner will be able to
use and investigate word families and word walls.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.07.d; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #28 |
Classroom
|
|
Main Idea: Pictures/Use/Discuss
The learner will be able to
discuss the main idea of reading materials using pictures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.09.b.4 |
Classroom
|
|
Prereading: Illustrations/View
The learner will be able to
view illustrations as a prereading strategy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pre-Reading |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.08.d |
Classroom
|
|
Purposes: Informational/Use
The learner will be able to
use reading materials for informational purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.12.a |
Classroom
|
|
Questions: Aid Understanding
The learner will be able to
generate questions to aid understanding while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
Synthesis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.09.a.1 |
Classroom
|
|
Response: Discuss
The learner will be able to
discuss reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Discussions |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.09.a.2 |
Classroom
|
|
Retell: Sequentially/Retelling
The learner will be able to
draw and/or retell a story (or part of a story) sequentially, respond to reading a story by retelling the story, and retell and remember a two to three-step sequence of events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Retell |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.13.i, K.1.09.b.2, K.1.09.b.1; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #31, 35 |
Classroom
|
|
Word: High Frequency
The learner will be able to
read high frequency words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.06.a |
Classroom
|
|
Word: Letter-Sound/Use
The learner will be able to
use letter-sound relationships of a set of consonants and vowels to begin to read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.06.a |
Classroom
|
|
Word: Letter/Distinguish
The learner will be able to
distinguish between individual letters and words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.03.f |
Classroom
|
|
Word: Letters/Sequence/Comprehend
The learner will be able to
understand and comprehend that oral words (spoken language) are represented in writing (written language) by letters arranged in specific sequence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.05.b; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #15 |
Classroom
|
|
Word: Onset/Rime/Pattern/Identify
The learner will be able to
identify onset and rime patterns and understand the similarities in onsets and rimes (beginning and end sounds) in some words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.04.f; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #24 |
Classroom
|
|
Reading Behaviors: Interest/Display
The learner will be able to
demonstrate and display interest in a variety of literature including storybooks, expository texts, poems, newspapers, and environmental print.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
|
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #9, 10 |
Classroom
|
|
Reading Behaviors: Investigate
The learner will be able to
investigate literature that includes multicultural, gender, and ethnic diversity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #12 |
Classroom
|
|
Reading Behaviors: Select Books
The learner will be able to
choose to interact with books and other literary materials on his/her own.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Selecting/Sharing |
|
Master |
|
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #42 |
Classroom
|
|
Construct Meaning: Pictures
The learner will be able to
use pictures to construct literal meaning from text and investigate picture sorts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Strategies |
Application |
Master |
2.0 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #32, 28 |
Classroom
|
|
Emergent Reading: Familiar Text
The learner will be able to
use emergent reading skills to make progress in reading familiar text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Application |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #21 |
Classroom
|
|
Emergent Reading: Sequence/Letter/Sound
The learner will be able to
demonstrate a beginning understanding of letter/sound relationships and comprehend that letter sequence in a written word represents the sequence of sounds in a spoken word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
Comprehension |
Master |
2.0 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #29, 26 |
Classroom
|
|
Symbol: Shapes
The learner will be able to
recognize and differentiate among shapes, forms, and letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Number/Sentence/Symbol |
Analysis |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #6 |
Classroom
|
|
Word: Names/Environment
The learner will be able to
recognize his/her own name in print form and identify common names from the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Knowledge |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #22 |
Classroom
|
|
Vocabulary: Mature Command
The learner will be able to
demonstrate a mature command of vocabulary when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Application |
Introduce |
3.0 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 30. |
Classroom
|
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words and demonstrate vocabulary development.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
4.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #2 week tested: 30.; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8.; TN: Curriculum Standards, 2001, Kindergarten, K.1.07 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Jump Start 4th Grade Haunted Island, Knowledge Adventure, Mummy's Tomb (practice) [Software]. Match the pictures, facts, and names that relate to an event in history. |
| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 3 - Computer Software [Software]. This particular Reference is defined by the activities discreetly available on the CD-ROM software; however, all of the Classroom Activities are designed to be seamlessly performed in tandem with the Computer Software. |
|
|
Strategies: Expand Vocabulary
The learner will be able to
expand vocabulary by using context clues, by applying phonetic principles, by apply structural analysis, by reading a variety of meaningful texts, and by engaging in discussions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Expand/Build |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Curriculum Standards, 2001, Kindergarten, K.1.01.a, K.1.07, K.1.07.a, K.1.07.b |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
Listening: Oral/Develop
The learner will be able to
develop vocabulary by listening to orally read literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Listening |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.07.a |
Classroom
|
|
Speaking: Words/Phrases
The learner will be able to
use words and phrases properly when speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Speaking |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.01.b |
Classroom
|
|
Syllabication: Comprehend/One/More
The learner will be able to
comprehend that words are comprised of one or more syllables.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Syllabication |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.04.g |
Classroom
|
|
Word Rhymes
The learner will be able to
identify rhyming words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sound |
Knowledge |
Master |
2.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.04.e |
Classroom
|
|
Word Structure: Words Predict
The learner will be able to
predict words by applying context clues and/or structural analysis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Analysis |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #30 |
Classroom
|
|
Speaking: Newly Learned Words/Apply
The learner will be able to
use speaking experiences to practice applying newly learned vocabulary words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Speaking |
Application |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #37 |
Classroom
|
|
Strategies: Similarities/Differences
The learner will be able to
identify similarities and differences in words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
Analysis |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #7 |
Classroom
|
|
Letters: Sounds/Relationship
The learner will be able to
understand the relationship between sounds and symbols.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Letters: Sounds |
Comprehension |
Master |
4.0 |
Terra Nova, Complete Battery, 1997, Level 10, Obj.#6, Part 1#5-6,9-11,15-16, Part 2#4-7,11-15 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Jump Start 1st Grade, Knowledge Adventure, Dog House (practice) [Software]. Use phonics and listening skills to find things buried that match a description or number sentence. |
| · |
Jump Start Kindergarten, Knowledge Adventure, ABC's Song (instruction) [Software]. Select the alphabet strip and hear the ABC song. |
|
|
Word: Analysis Skills
The learner will be able to
demonstrate developmentally appropriate word analysis skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Application |
Master |
4.0 |
Terra Nova, Complete Battery, 1997, Level 10, Part 1, Item #017-018 week tested: 30. |
Classroom
|
|
Word: Sounds
The learner will be able to
comprehend that words are made up of sounds
.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Comprehension |
Master |
4.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #6 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - Classroom Activities [Software]. These activities center around material covered in the Ribbit Collection Vol. 1 & 2 Teacher Manual and ancillary printed material. All Classroom Activities are designed to be used in tandem with the Computer Software. |
|
|
Decoding: Letter-Sound/Correspondence
The learner will be able to
develop decoding strategies and use all letter-sound correspondences within a word to decode a word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Phonetic Clues: Decoding |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.05.c |
Classroom
|
|
Letters: Alphabet/Lower Case/Upper Case
The learner will be able to
name all the lower case and upper case letters of the alphabet.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Letters |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.05.a; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #16 |
Classroom
|
|
Phonetic Clues: Sound/Phoneme/Blend
The learner will be able to
comprehend that a sound is a phoneme and blend phonemes to make recognizable words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Phonetic Clues |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.04.a, K.1.04.c, K.1.04.d |
Classroom
|
|
Rhyming: Produce
The learner will be able to
produce rhyming words and respond to an oral prompt by producing rhyming words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rhyming |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.04.e; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #23 |
Classroom
|
|
Word Building: C-V-C/Aid/Teacher
The learner will be able to
write consonant-vowel-consonant words with aid from the teacher.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Building |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.03.b |
Classroom
|
|
Word: One/Syllable/Break
The learner will be able to
break one syllable words into their components.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.04.b, K.1.04.d |
Classroom
|
|
Word: Letters/Identify/Sequence
The learner will be able to
identify individual letters within a word and comprehend that words are made up of specific sequences of letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Knowledge |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #17, 15 |
Classroom
|
|
Word: Sight
The learner will be able to
recognize words by sight.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Knowledge |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #27 |
Classroom
|
|
Culture: Diversity/Interest/Respect
The learner will be able to
use literature to develop an interest in and a knowledge and respect for multicultural, gender and ethnic diversity in language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Culture |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8, 1 |
Classroom
|
|
Grammar: Use
The learner will be able to
use correct grammar.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
Comprehension |
Introduce |
2.0 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 4 - Computer Software [Software]. This particular Reference is defined by the activities discreetly available on the CD-ROM software; however, all of the Classroom Activities are designed to be seamlessly performed in tandem with the Computer Software. |
|
|
Sentence Structure: Length/Variety
The learner will be able to
write using a variety of sentence structures and lengths.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Introduce |
2.0 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 30. |
Classroom
|
|
Expression: Language Development
The learner will be able to
utilize and appropriately exhibit gross motor, fine motor, sensory motor, hand dominance, and perceptual skills in language development.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Expression |
Application |
Introduce |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #2, 3, 4 |
Classroom
|
|
Conventions: Standard English
The learner will be able to
demonstrate appropriate use of Standard English in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.01 |
Classroom
|
|
Sentence Structure: Apply/Communicate
The learner will be able to
apply the use of correct sentence structure to communicate effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.04 |
Classroom
|
|
Sentence Structure: Forms/Speaking
The learner will be able to
use simple sentences when speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.04.a |
Classroom
|
|
Sentence Structure: Logical Words
The learner will be able to
use logical words and correct word order when completing sentences or answering questions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.04.b |
Classroom
|
|
Sentence Structure: Words/ Recognize
The learner will be able to
recognize that sentences in print consist of individual words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #15 |
Classroom
|
|
Media: Daily Life/Understand
The learner will be able to
develop an understanding of media's important role in daily life.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media |
Comprehension |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.15 |
Classroom
|
|
Media: Handle
The learner will be able to
handle media responsibly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media |
Application |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.15 |
Classroom
|
|
Purposes: Language Arts Processes
The learner will be able to
use media sources for language arts processes, such as reading, viewing, writing and creating.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Purposes |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.15 |
Classroom
|
|
Media Message: Content/Concept
The learner will be able to
examine the content and concepts contained in visual media forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Message |
Analysis |
Introduce |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.15 |
Classroom
|
|
Purposes: Variety
The learner will be able to
listen and view media for a variety of purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Purposes |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.13.h |
Classroom
|
|
Illustrations: Increase Understanding
The learner will be able to
use illustrations to increase his/her understanding of the text and identify various illustrators.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Illustrator |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.11.b; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #41 |
Classroom
|
|
Prewriting: Develop a Focus
The learner will be able to
develop a focus for his/her writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting |
Comprehension |
Introduce |
2.0 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - Classroom Activities [Software]. These activities center around material covered in the Ribbit Collection Vol. 1 & 2 Teacher Manual and ancillary printed material. All Classroom Activities are designed to be used in tandem with the Computer Software. |
|
|
Across Curriculum: Expand/Show Knowledge
The learner will be able to
expand the use of writing to learn across the curriculum and use writing strategies across the curriculum to obtain and show knowledge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing to Learn: Across Curriculum |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.2.08, K.2.02.a |
Classroom
|
|
Across Curriculum: Shared Writing
The learner will be able to
take part in shared writing about social studies, science, mathematics, the arts, and personal activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing to Learn: Across Curriculum |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.2.08.a to K.2.08.d |
Classroom
|
|
Composition: Variety
The learner will be able to
write a variety of compositions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Essay/Composition |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.2.06.a |
Classroom
|
|
Variety: Genres/Modes
The learner will be able to
write in a variety of genres and modes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.2.11 |
Classroom
|
|
Journal: Maintaining/Drawings
The learner will be able to
maintain a journal which includes drawings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Journal |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.2.11.a |
Classroom
|
|
Opinion: Samples/Maintain/Judgements
The learner will be able to
with teacher's aid, maintain samples of writings and illustrations expressing opinions and judgements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Opinion |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.2.09.b |
Classroom
|
|
Purposes: Variety
The learner will be able to
write for a variety of purposes including to inform, to be reflective, and to entertain.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
Application |
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.2.02.c, K.2.09, K.2.02, K.2.02.b |
Classroom
|
|
Writing Behaviors: Time/Place/Materials
The learner will be able to
take part in writing and in teacher-guided experience stories when provided with time, place, and materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.2.09.a, K.2.03.c |
Classroom
|
|
Conventions: Left/Right/Top/Bottom
The learner will be able to
write using correct left to right, top to bottom progression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.02.b |
Classroom
|
|
Criteria: Establish/Evaluate
The learner will be able to
use established criteria to evaluate one's own pictures, his/her own writing, and the writing of his/her peers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating Writing: Criteria |
Evaluation |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.05.a |
Classroom
|
|
Dictate: Story/Conclusion
The learner will be able to
dictate a new conclusion to a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Dictate |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.10.a |
Classroom
|
|
Dictate: Story
The learner will be able to
dictate the writing of a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Dictate |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.09.c.; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #39 |
Classroom
|
|
Drafting/Revising: Proof/Show
The learner will be able to
show proof of drafting and revising.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.03 |
Classroom
|
|
Draw: Retell/Respond/Explain Own Drawing
The learner will be able to
use drawings to retell a story, draw pictures in response to stories, and explain ideas expressed in his/her own drawing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Draw |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.03.d, K.2.10.c, K.2.10.d |
Classroom
|
|
Edit: Develop/Self-Correction
The learner will be able to
begin to edit written material and use self-correction when editing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.04, K.2.04.b |
Classroom
|
|
Evaluating Writing: Others' Work/Self
The learner will be able to
evaluate others' written works and his/her own written producet.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating Writing |
Evaluation |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.05 |
Classroom
|
|
Expressive: Thoughts/Feelings/Experience
The learner will be able to
use illustrations, dictation, or writing to express thoughts, feelings, and experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expressive |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.07.b |
Classroom
|
|
Publish Format: Variety/Illustrations
The learner will be able to
publish in a variety of formats and/or add illustrations to written works in preparation for publishing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Publishing: Format |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.06, K.2.06.b |
Classroom
|
|
Letters: Reproduce
The learner will be able to
reproduce letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Letters |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.02.f |
Classroom
|
|
Literature: Graphic Symbol/Sign/Create
The learner will be able to
create a graphic symbol and/or a sign in response to a literary work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Responses: Literature |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.10.c |
Classroom
|
|
Narrative: Use
The learner will be able to
write in narrative form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.07 |
Classroom
|
|
Portfolio: Review/Progress
The learner will be able to
review one's portfolio to determine writing progress.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Portfolios |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.05.c |
Classroom
|
|
Prewriting: Strategies/Variety
The learner will be able to
use prewriting strategies to plan what to write including brainstorming, drawing, and graphic organizers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.01.a, K.2.01.b, K.2.01.c |
Classroom
|
|
Print: Lower Case/Upper Case/Accuracy
The learner will be able to
print lower case and upper case letters with identifiable accuracy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Cursive |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.02.a; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #19 |
Classroom
|
|
Publishing: Share/Orally
The learner will be able to
share written works orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Publishing |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.06.d |
Classroom
|
|
Purposes: Ideas/Express
The learner will be able to
write to fully express ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.09 |
Classroom
|
|
Purposes: Observations/Record
The learner will be able to
use writing to record observations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
Comprehension |
Master |
1.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.09 |
Classroom
|
|
Response: Literature
The learner will be able to
write a response to literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Responses |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.10 |
Classroom
|
|
Revise: Descriptive Detail/Provide
The learner will be able to
provide more descriptive detail by revising original drafts and revise his/her writing by adding descriptive words and phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising |
Evaluation |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.03.d |
Classroom
|
|
Story Elements: Experiences
The learner will be able to
write a story highlighting a personal experience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.07.a |
Classroom
|
|
Strategies: Discussion
The learner will be able to
use discussion as a writing strategy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting: Strategies |
Synthesis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.01.b |
Classroom
|
|
Strategies: Pause/Interpret
The learner will be able to
pause occasionally to interpret one's own writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Strategies |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.04.a |
Classroom
|
|
Strategies: Personal Reactions
The learner will be able to
use personal reactions to improve writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Strategies |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.05.b |
Classroom
|
|
Strategies: Photographs/Use
The learner will be able to
use photographs to enhance written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Strategies |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.06.b |
Classroom
|
|
Technological Tools: Publish/Use
The learner will be able to
use various technologies to publish written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Publishing |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.06.c |
Classroom
|
|
Tracing: Letters/Words
The learner will be able to
trace letters and trace and reproduce words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Cursive |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.02.f |
Classroom
|
|
Writing Behaviors: Explain/Read/Own
The learner will be able to
explain and read one's own writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Behaviors |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.03.d |
Classroom
|
|
Writing Behaviors: Repetition/Reenact
The learner will be able to
use repetition to reenact or retell a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Behaviors |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.10.b |
Classroom
|
|
Writing Behaviors: Conventions/Print
The learner will be able to
apply the conventions of print when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Behaviors |
|
Master |
|
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #20 |
Classroom
|
|
Conventions: Directionality
The learner will be able to
understand and apply directionality when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Conventions |
Application |
Master |
2.0 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #20 |
Classroom
|
|
Emergent Writing: Pattern/Copy
The learner will be able to
copy a visual pattern.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing |
Comprehension |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #7 |
Classroom
|
|
General: Poise/Confidence
The learner will be able to
develop and show poise and confidence when delivering a presentation and while speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
Application |
Introduce |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
Social Norms: Manners/Discussion
The learner will be able to
use appropriate speaking manners, engage and participate in a discussion courteously, follow guidelines of conversation, and ask and answer questions with group members, peers, and teachers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Social Rituals/Norms |
Application |
Introduce |
4.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22; TN: Curriculum Standards, 2001, Kindergarten, K.1.01.c, K.1.01.b, K.1.01.g |
Classroom
|
|
Expressive: Feelings/Thoughts/Ideas
The learner will be able to
use speaking as a way to express feelings, to express complete thoughts, and to paraphrase ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Expressive |
Application |
Introduce |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
Practices: Occasion/Variety/Skills
The learner will be able to
speak for a variety of occasions and utilize effective communication skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication Practices |
Knowledge |
Introduce |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
Purposes: Ideas/Clarity/Inform
The learner will be able to
speak to express ideas clearly and to inform.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
Comprehension |
Introduce |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
Story: Read Aloud
The learner will be able to
read orally with intonation, expression, and phrasing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story |
Comprehension |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22; TN: Curriculum Standards, 2001, Kindergarten, K.1.06.c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - Classroom Activities [Software]. These activities center around material covered in the Ribbit Collection Vol. 1 & 2 Teacher Manual and ancillary printed material. All Classroom Activities are designed to be used in tandem with the Computer Software. |
|
|
Story: Retell
The learner will be able to
retell a story through the use of personal language and language from the story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story: Retell |
Comprehension |
Introduce |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22.; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #38, 39; TN: Curriculum Standards, 2001, Kindergarten, K.1.01.h |
Classroom
|
|
Story: Sequence
The learner will be able to
relate a story sequence orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story |
Comprehension |
Introduce |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - Classroom Activities [Software]. These activities center around material covered in the Ribbit Collection Vol. 1 & 2 Teacher Manual and ancillary printed material. All Classroom Activities are designed to be used in tandem with the Computer Software. |
|
|
Vocal Characteristic: Tone/Control
The learner will be able to
control his/her tone of voice effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocal Characteristic: Tone |
Comprehension |
Introduce |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
Vocal Characteristic: Use Appropriate
The learner will be able to
effectively employ vocal characteristics appropriate for the presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocal Characteristic |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
Word Choice: Situation
The learner will be able to
choose words appropriate for a given speaking situation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice |
Comprehension |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
Practices: Oral Language
The learner will be able to
demonstrate progress in the use of oral language and extend oral language skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication Practices |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.01.; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #1 |
Classroom
|
|
Directions: Two Step
The learner will be able to
give two step directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.01.d |
Classroom
|
|
Formal/Informal: Clear Language
The learner will be able to
apply clear language consistently while speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Formal/Informal |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.01.b |
Classroom
|
|
Formal/Informal: Identify/Usage Varies
The learner will be able to
identify that language usage varies in formal and informal settings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Formal/Informal |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.02.d |
Classroom
|
|
Language Conventions: Use/While/Speaking
The learner will be able to
use Standard English, language conventions, coherent sentence structure, complete sentences, and appropriate verb tenses while speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.01.a, K.3.01.b, K.3.04.a; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #37 |
Classroom
|
|
Purposes: Information/Dictate
The learner will be able to
dictate information orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.01.i |
Classroom
|
|
Story: Act Out/Dramatic Interpretation
The learner will be able to
act out stories and/or present a dramatic interpretation of a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.01.i; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #39 |
Classroom
|
|
Strategies: Reading Materials/Recite
The learner will be able to
recite familiar reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Strategies |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.01.j |
Classroom
|
|
Volume: Meaning/Recognize
The learner will be able to
recognize meaning through the speaker's volume.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocal Characteristic: Volume |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.06.b |
Classroom
|
|
Technology: Communication Tool/Develop
The learner will be able to
develop an ability to use the computer as a communication tool.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Software/Hardware: Communications |
Application |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.15 |
Classroom
|
|
Hardware: Equipment/Appropriate
The learner will be able to
use available technological equipment appropriately.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Hardware |
Comprehension |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.15 |
Classroom
|
|
Hardware: Equipment/Assignment
The learner will be able to
use technological equipment to finish assignments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Hardware |
Application |
Introduce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.15 |
Classroom
|
|
Hardware: Equipment/Care/Caution
The learner will be able to
use technological equipment with care and caution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Hardware |
Comprehension |
Introduce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.15 |
Classroom
|
|
Technology: Content/Concept
The learner will be able to
examine the content and concepts contained in technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Educational Technology |
Analysis |
Introduce |
0.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.15 |
Classroom
|
|
Viewing Behaviors: Sources/Variety
The learner will be able to
view a variety of materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Viewing Behaviors |
Comprehension |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.15 |
Classroom
|
|
Genre: Independent Reading/Explore
The learner will be able to
explore a variety of literature through independent reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.12 |
Classroom
|
|
Genre: Literary/Media/Poetry/Explore
The learner will be able to
explore a variety of literary genres, media genres, and poetry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.13, K.1.13.f |
Classroom
|
|
Fairy Tale/Song Lyrics: Explore
The learner will be able to
explore fairy tales and song lyrics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fairy Tale |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.13.e, K.1.13.g |
Classroom
|
|
Poetry: Share
The learner will be able to
share poetry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Poetry |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.14.b |
Classroom
|
|
Author: Variety/Identify/Genres
The learner will be able to
identify authors from a variety of genres .
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Knowledge |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #41 |
Classroom
|
|
Information/Ideas: Purpose/Learning
The learner will be able to
introduce information skills to encourage learning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Information/Ideas: Purpose |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.10 |
Classroom
|
|
Capitalization: Names
The learner will be able to
capitalize names.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.02.c |
Classroom
|
|
Endmark: Identify/Declarative/Questions
The learner will be able to
identify end punctuation including ending punctuation for declarative sentences and questions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.02.d; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #40 |
Classroom
|
|
Mechanics: Standard English
The learner will be able to
apply Standard English language mechanics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mechanics |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.02 |
Classroom
|
|
Spelling: Standard English/Show
The learner will be able to
show knowledge of Standard English spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.3.03 |
Classroom
|
|
Strategies: Basic Words/Phonetic
The learner will be able to
try to spell basic words using pre- to early-phonetic information, sounds of the alphabet, and knowledge of letter names.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.3.03.a |
Classroom
|
|
Emergent Spelling: Own Name
The learner will be able to
correctly spell his/her first and last names.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Spelling |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.3.03.b |
Classroom
|
|
Phonetics: Awareness
The learner will be able to
demonstrate phonemic awareness.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Complete Sentence |
Comprehension |
Master |
2.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.04 |
Classroom
|
|
Emergent Spelling: Invented
The learner will be able to
use correct letter-to-sound correspondence in invented spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Spelling |
Application |
Master |
2.0 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #25 |
Classroom
|
|
|
Study and Research Skills
|
Library: Materials/Borrow
The learner will be able to
frequently borrow materials from libraries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference: Library/Community |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.14.a.; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #46 |
Classroom
|
|
Library: Visit
The learner will be able to
visit various libraries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference: Library/Community |
|
Master |
|
TN: Curriculum Standards, 2001, Kindergarten, K.1.14.a.; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #46 |
Classroom
|
|
Book Parts: Front and Back
The learner will be able to
identify the front and back of a book.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Book Parts |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.03.e |
Classroom
|
|
Sources: Community/Print/Use
The learner will be able to
use community sources and a variety of print sources to gather information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference: Library/Community |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.10.a, K.2.01.d |
Classroom
|
|
Friendly: Spelling/Teacher Assistance
The learner will be able to
compose a friendly letter using temporary or conventional spelling, or teacher assistance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| General Letter Writing: Friendly |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.2.11.b |
Classroom
|
|
Picture: Use
The learner will be able to
use a picture dictionary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dictionary: Picture Dictionary |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.07.f |
Classroom
|
|
Sources: Identify
The learner will be able to
identify appropriate sources of information including print sources, family sources, community sources, and book sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference Form: Print/Nonprint |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.10.a, b, & c, K.1.11.a.; TN: Reading Accomplishments, 2000, Kindergarten, Bullet #43, 44, 45 |
Classroom
|
|
Public Information: Labels/Signs/Logos
The learner will be able to
recognize labels, signs, and logos.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Public Information |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.03.a |
Classroom
|
|
Research Skills: Retell/Information
The learner will be able to
retell information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Kindergarten, K.1.01.i |
Classroom
|
|
Research Technology: Access Information
The learner will be able to
recognize how technology is used to access information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Technology |
Knowledge |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #43 |
Classroom
|
|
Composing: Personal/Voice/Narrate
The learner will be able to
narrate his/her own experiences in such a way that gives the audience a feeling for the narrator's personal voice.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Composing Processes |
Application |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Kindergarten, Bullet #38 |
Classroom
|
|
|
