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Meigs County |
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Meigs County Curriculum |
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1st Grade - Language Arts |
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Author Technique: Evaluate
The learner will be able to
evaluate the effectiveness of author technique.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Style/Technique |
Evaluation |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 30. |
Classroom
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Author Intention: Evaluate
The learner will be able to
evaluate the author's purpose in a given work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Intentions |
Evaluation |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
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Point of View: Evaluate
The learner will be able to
evaluate how author point of view influences reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Point of View |
Evaluation |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 30. |
Classroom
|
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Genre: Independent Reading/Read-Aloud
The learner will be able to
explore a variety of literature through independent reading and/or read-alouds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.12., 1.1.14.c; TN: Reading Accomplishments, 2000, Grade 1, Bullet #8 |
Classroom
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Genre: Literary/Media/Explore
The learner will be able to
explore a variety of literary genres and media genres.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.13 |
Classroom
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Nonfiction/Fiction: Reading
The learner will be able to
read a variety of nonfiction and fiction that is appropriate for grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.13.b; TN: Reading Accomplishments, 2000, Grade 1, Bullet #18 |
Classroom
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Author: Identify
The learner will be able to
identify the author of a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.14.d |
Classroom
|
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Informational: Identify/Read
The learner will be able to
identify informational texts and read a variety of informational texts for a variety of purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.14.d, 1.1.12.b |
Classroom
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Poetry: Share/Recognize Rhymes
The learner will be able to
share poetry and recognize rhymes in children's literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Poetry |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.14.b, 1.1.13.f |
Classroom
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Genre: Audiotapes/Library Center/Explore
The learner will be able to
explore a variety of literature through audiotapes and the use of library centers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
TN: Reading Accomplishments, 2000, Grade 1, Bullet #8 |
Classroom
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Author/Text: Identify/Fiction/Nonfiction
The learner will be able to
identify favorite authors and favorite fictional and nonfictional texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Knowledge |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Grade 1, Bullet #33 |
Classroom
|
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Expository: How/Why/What If/ Discuss
The learner will be able to
discuss how, why, and what-if questions when reading expository texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
Comprehension |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Grade 1, Bullet #24 |
Classroom
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Grammar: Use
The learner will be able to
use correct grammar including correctly using adjectives, nouns, pronouns, and verbs.
| 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.; TN: Curriculum Standards, 2001, Grade 1, 1.3.01.a, 1.3.01.d, 1.3.01.c, 1.3.01.b |
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. |
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Sentence Structure: Length/Variety
The learner will be able to
write a variety of sentences types and 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.; TN: Curriculum Standards, 2001, Grade 1, 1.2.03.h |
Classroom
|
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Noun: Forms/Edit
The learner will be able to
edit writing for noun forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Comprehension |
Master |
1.5 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.3.01.a |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
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Subject-Verb: Agreement
The learner will be able to
use correct subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
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Pronoun: Case/Edit
The learner will be able to
edit written works for correct use of pronouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.3.01.c |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
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Sentence Structure: Identify Complete
The learner will be able to
identify complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #027 week tested: 30..; TN: Curriculum Standards, 2001, Grade 1, 1.3.04.b |
Classroom
|
| |
Instructional Resources |
| |
| · |
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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| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Structure: Change to Question
The learner will be able to
change a declarative sentence into a question.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Declarative |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #028 week tested: 30. |
Classroom
|
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Sentence Structure: Grammar/Effective
The learner will be able to
write grammatically correct, effective sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Comprehension |
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 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. |
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Sentence Structure: Use
The learner will be able to
apply and use correct, coherent sentence structure to communicate effectively.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.3.04, 1.2.03.b |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Fragment: Identify
The learner will be able to
identify incomplete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #027 week tested: 30..; TN: Curriculum Standards, 2001, Grade 1, 1.3.04.d |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Run-On: Identify
The learner will be able to
identify run-on sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #027 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Sentence Combining: Concise/Clarity
The learner will be able to
combine two sentences concisely and with clarity of meaning and will use the conjunction "and" to form a compound sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.3.04.e |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
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 |
|
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8, 1 |
Classroom
|
|
Expression: Language Development
The learner will be able to
utilize gross motor, sensory motor, and perceptual skills in language development.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Expression |
Application |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
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, Grade 1, 1.3.01 |
Classroom
|
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Declarative/Interrogative: Intonation
The learner will be able to
recognize a declarative and/or an interrogative sentence by noting intonation of the speaker.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Declarative |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.3.04.f |
Classroom
|
|
Edit: Complete/Sentence
The learner will be able to
edit for the use of complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure: Edit |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.04.a |
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: Curriculum Standards, 2001, Grade 1, 1.1.03.f |
Classroom
|
|
Conventions: Language/Writing
The learner will be able to
use accepted language conventions when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
Application |
Master |
1.5 |
TN: Reading Accomplishments, 2000, Grade 1, Bullet #6 |
Classroom
|
|
Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
|
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 week tested: 30. |
Classroom
|
|
Capitalization: Use Correctly
The learner will be able to
use capitalization correctly including capitalizing the beginning of a sentence, his/her own first and last names, the pronoun "I", and proper nouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.3.02.a |
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. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Study Skills [Software]. |
|
|
Mechanics: Punctuation/Apply
The learner will be able to
apply an understanding of punctuation to clarify written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.03.g |
Classroom
|
|
Abbreviate: Common/Identify
The learner will be able to
identify commonly used abbreviations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Abbreviate/Initial |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.07.h |
Classroom
|
|
Contraction: Use/Identify
The learner will be able to
correctly use a contraction and identify the words used to make a contraction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Contraction |
Knowledge |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.3.02.c |
Classroom
|
|
Endmark: Identify/Declarative/Questions
The learner will be able to
identify ending punctuation for declarative sentences and for questions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.3.04.f |
Classroom
|
|
Endmark: Sentence/Period/Question Mark
The learner will be able to
correctly use a period and/or a question mark at the end of a sentence when punctuating.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.3.02.b |
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, Grade 1, 1.3.02 |
Classroom
|
|
Endmark: Comprehend Usage
The learner will be able to
comprehend the usage of exclamation points, periods, and question marks in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Comprehension |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Grade 1, Bullet #31 |
Classroom
|
|
Behaviors: Active Listening
The learner will be able to
expand listening skills and engage in active listening during different situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
Application |
Introduce |
4.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22; TN: Curriculum Standards, 2001, Grade 1, 1.1.02 |
Classroom
|
|
Analytical: Auditory/Questions
The learner will be able to
respond critically to questions in auditory material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses: Critical |
Analysis |
Introduce |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
Critical Listening: Content/Analyze
The learner will be able to
analyze auditory material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Listening |
Analysis |
Introduce |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
Directions: Follow/Given Orally
The learner will be able to
understand and follow directions to complete an assignment including two- and three-step directions given orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22; TN: Curriculum Standards, 2001, Grade 1, 1.1.02.e, 1.1.01.c; TN: Reading Accomplishments, 2000, Grade 1, Bullet #28 |
Classroom
|
|
Evaluating: Information
The learner will be able to
evaluate information delivered by a speaker.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
Evaluation |
Introduce |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
Written: Dictation
The learner will be able to
respond to auditory materials by writing from dictation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses: Written/Visual |
Comprehension |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
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 |
|
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #004, 006, 016 week tested: 30.; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22.; TN: Curriculum Standards, 2001, Grade 1, 1.1.02.b |
Classroom
|
|
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 |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #001-003, 005, 015 week tested: 30.; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22.; TN: Curriculum Standards, 2001, Grade 1, 1.1.02.b |
Classroom
|
|
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 |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #1 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Behaviors: Variety/Attentive
The learner will be able to
listen attentively to a variety of speakers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.02.a; TN: Reading Accomplishments, 2000, Grade 1, Bullet #9 |
Classroom
|
|
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, Grade 1, 1.1.02.c |
Classroom
|
|
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, Grade 1, 1.1.02.a |
Classroom
|
|
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, Grade 1, 1.1.01.d |
Classroom
|
|
Predicting: Story
The learner will be able to
make predictions about how a story read aloud will end.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Analysis |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.09.a.5 |
Classroom
|
|
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, Grade 1, 1.1.08.a.; TN: Reading Accomplishments, 2000, Grade 1, Bullet #9 |
Classroom
|
|
Comprehension: Display Skills
The learner will be able to
display comprehension skills and improve reading comprehension by reading independently on a daily basis for a sustained period of time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #2-3 Item #013-014, 031 week tested: 30..; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Curriculum Standards, 2001, Grade 1, 1.1.06.f |
Classroom
|
| |
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. |
|
|
Prior Knowledge: Understand Text
The learner will be able to
use prior knowledge (including prior knowledge of topic) to understand and comprehend texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prior Knowledge |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 30.; TN: Reading Accomplishments, 2000, Grade 1, Bullet #22 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - 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. |
|
|
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 |
Application |
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #6 week tested: 30. |
Classroom
|
|
Cause/Effect: Understanding
The learner will be able to
understand the relationship between cause and effect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3, Item #017 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - 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. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Main Idea: Stated
The learner will be able to
identify, determine, and discuss the main idea stated in a reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Analysis |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #023, 026 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.1.09.b.4; TN: Reading Accomplishments, 2000, Grade 1, Bullet #21 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Ribbit Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - 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. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Draw Conclusion: Reading Material
The learner will be able to
draw and confirm conclusions about reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3, Item #032, 035 week tested: 30..; TN: Reading Accomplishments, 2000, Grade 1, Bullet #23 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Predict Outcome: Information
The learner will be able to
make and/or revise predictions from information in written and reading material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4, Item #025 week tested: 30..; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Curriculum Standards, 2001, Grade 1, 1.1.08.c, 1.1.09.a.5.; TN: Reading Accomplishments, 2000, Grade 1, Bullet #23 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fact/Opinion |
Comprehension |
Master |
1.5 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Summary: Strategies
The learner will be able to
summarize material while he/she reads through the use of sentences and illustrations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.2.10.b |
Classroom
|
|
Theme: Identify
The learner will be able to
identify the theme of a given reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Themes |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3, Item #023, 026 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Inference: Information
The learner will be able to
make inferences from information in written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Analysis |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3 week tested: 30. |
Classroom
|
|
Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Knowledge |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #2 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Reading Aloud: Fluency/Expression
The learner will be able to
read aloud (both texts and his/her own compositions) to develop fluency, expression, accuracy, and confidence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud: Fluency |
Application |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Curriculum Standards, 2001, Grade 1, 1.1.06, 1.1.06.a, 1.1.06.g.; TN: Reading Accomplishments, 2000, Grade 1, Bullet #32 |
Classroom
|
|
Story: Elements/Identify
The learner will be able to
recognize, identify, and discuss story elements, such as setting, problem or plot, and characters (including main characters).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Comprehension |
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.1.13.c, 1.1.13.d, 1.1.13.g; TN: Reading Accomplishments, 2000, Grade 1, Bullet #21 |
Classroom
|
|
Compare: Reading Material
The learner will be able to
make comparisons about reading material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 30. |
Classroom
|
|
Strategies: Vocabulary/Using
The learner will be able to
use vocabulary to understand what is read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #037-038 week tested: 30. |
Classroom
|
|
Strategies: Graphic/Use
The learner will be able to
use and apply common graphical features (including graphic organizers) to increase understanding of reading materials and to enhance texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Graphic Features |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.1.10.d, 1.1.09.a.4 |
Classroom
|
|
Strategies: Knowing
The learner will be able to
know of a variety of strategies which aid comprehension.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Knowledge |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 30. |
Classroom
|
|
Strategies: Extend Information
The learner will be able to
extend information beyond passage ideas while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Synthesis |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 30. |
Classroom
|
|
Strategies: Critical Thinking
The learner will be able to
apply critical thinking when reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 30. |
Classroom
|
|
Plot: Climax
The learner will be able to
recognize plot climax in reading selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plot |
Comprehension |
Introduce |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Literary Device: Analyze
The learner will be able to
analyze literary devices used in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Device: Analyze |
Analysis |
Introduce |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #033 week tested: 30. |
Classroom
|
|
Reality/Fantasy
The learner will be able to
distinguish between reality and fantasy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real/Non-Real |
Comprehension |
Introduce |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 30..; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Curriculum Standards, 2001, Grade 1, 1.1.13.e |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Sequence: Identify Order
The learner will be able to
identify the order of events which occur within a reading selection and retell a story sequentially.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Comprehension |
Introduce |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #2 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.1.09.b.2, 1.1.13.g |
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]. |
|
|
Sequence: Use/Understand
The learner will be able to
use sequence to understand reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Introduce |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #024 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Questions: Aid Understanding
The learner will be able to
generate questions to aid understanding while reading and will initiate questions or discussion about text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
Comprehension |
Introduce |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 30..; TN: Curriculum Standards, 2001, Grade 1, 1.1.09.a.1; TN: Reading Accomplishments, 2000, Grade 1, Bullet #25 |
Classroom
|
|
Structure: Increase Understanding
The learner will be able to
use text structure to increase understanding of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Application |
Introduce |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 30. |
Classroom
|
|
Reading Behaviors: Appreciation
The learner will be able to
appreciate written texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
|
|
Reading Behaviors: Confidence/Pleasure
The learner will be able to
read independently, with confidence, and on his/her own for pleasure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8.; TN: Curriculum Standards, 2001, Grade 1, 1.1.12.d, 1.1.14.f.; TN: Reading Accomplishments, 2000, Grade 1, Bullet #34 |
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. |
|
|
Response: Connection/Text
The learner will be able to
make connections among reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
Application |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
|
|
Strategies: Variety/Develop/Use
The learner will be able to
develop and use a variety of reading strategies to monitor comprehension and improve fluency.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Curriculum Standards, 2001, Grade 1, 1.1.12.f |
Classroom
|
|
Analyzing: Content
The learner will be able to
analyze written material.
| 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
|
|
Emergent Reading: Print Conventions
The learner will be able to
develop an understanding that print imparts meaning and demonstrate comprehension of and apply the conventions and concepts of print when reading including title, author, illustrator, left-to-right, and directionality.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conventions |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8; TN: Curriculum Standards, 2001, Grade 1, 1.1.03, 1.1.03.a, 1.1.03.c; TN: Reading Accomplishments, 2000, Grade 1, Bullet #12 |
Classroom
|
|
Evaluating/Interpreting: Content
The learner will be able to
evaluate the content of and interpret 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
|
|
Organization: Information
The learner will be able to
organize information while reading.
| 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 |
Classroom
|
|
Purposes: Obtain Information/Understand
The learner will be able to
read to obtain and acquire 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; TN: Reading Accomplishments, 2000, Grade 1, Bullet #34 |
Classroom
|
|
Strategies: Consonants/Rhyming Words
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 |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
|
|
Strategies: Principles/Apply
The learner will be able to
apply phonetic principles, word recognition, and other 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
|
|
Strategies: Pictures/Using
The learner will be able to
use pictures to gain an understanding of the written text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
|
|
Construct Meaning: Strategies
The learner will be able to
construct meaning from reading selections using many different comprehension strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Strategies |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.09 |
Classroom
|
|
Detail: Identify Events
The learner will be able to
identify with events occurring within literary selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.13.c |
Classroom
|
|
Emergent Reading: Fluency/Confidence
The learner will be able to
read with increasing fluency and confidence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.06.e |
Classroom
|
|
Emergent Reading: Left/Right/Top/Bottom
The learner will be able to
understand and use basic reading behaviors such as reading from left to right and from the top of a page and going down.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conventions |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.03.b |
Classroom
|
|
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, Grade 1, 1.1.09 |
Classroom
|
|
Prereading: Strategies/Apply/Develop
The learner will be able to
apply and develop a variety of prereading strategies (including viewing illustrations).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pre-Reading |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.08, 1.1.08.d |
Classroom
|
|
Prior Knowledge: Activities/Background
The learner will be able to
take part in activities to build background knowledge to derive meaning from text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prior Knowledge |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.08.b |
Classroom
|
|
Purposes: Establishing
The learner will be able to
establish a purpose for reading specific materials before engaging in reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.08.a |
Classroom
|
|
Reading Behaviors: Favorite Books/Print
The learner will be able to
share favorite books and environmental print.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.14.b |
Classroom
|
|
Reading Behaviors: Literacy Activities
The learner will be able to
participate in various literacy activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.14.e |
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, Grade 1, 1.1.14 |
Classroom
|
|
Reading Behaviors: Self-Selected/Read
The learner will be able to
read self-selected literature independently on a daily basis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Silent/Sustained |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.14.c |
Classroom
|
|
Reading Behaviors: Teacher Monitor
The learner will be able to
read in a teacher monitored environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.06.e |
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, Grade 1, 1.1.01.e.; TN: Reading Accomplishments, 2000, Grade 1, Bullet #2 |
Classroom
|
|
Sharing: Take Part/Reading
The learner will be able to
take part in shared reading, guided oral readings, and paired reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Selecting/Sharing |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.06.e, 1.1.07.c, 1.1.06.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, Grade 1, 1.1.11 |
Classroom
|
|
Conflict: Solution/Discuss
The learner will be able to
discuss the solution to a conflict in a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conflict |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.13.h |
Classroom
|
|
Construct Meaning: Graphic Organizers
The learner will be able to
use graphic organizers to understand text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Strategies |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.10.d |
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, Grade 1, 1.1.05, 1.1.05.c |
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, Grade 1, 1.1.09.b.3 |
Classroom
|
|
Emergent Reading: Nursrey Rhyme
The learner will be able to
recognize rhyme in Mother Goose books.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.13.f |
Classroom
|
|
Emergent Reading: Families/Sorts/Walls
The learner will be able to
use and investigate word families, word sorts, and word walls.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.07.d.; TN: Reading Accomplishments, 2000, Grade 1, Bullet #19 |
Classroom
|
|
Main Idea: Picture/Identify
The learner will be able to
identify a story's main idea from the pictures and the main idea of a picture book.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.09.b.4 |
Classroom
|
|
Preference: Story/Recognize
The learner will be able to
recognize favorite stories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Style: Preference |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.14.d |
Classroom
|
|
Reading Aloud: Punctuation/Apply
The learner will be able to
apply the use of punctuation to aid in reading aloud.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.06.b |
Classroom
|
|
Reading Behaviors: Correct Problems
The learner will be able to
use self-correct to correct his/her own reading errors while engaged in and to monitor reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.09.a.2; TN: Reading Accomplishments, 2000, Grade 1, Bullet #16 |
Classroom
|
|
Reading Behaviors: Taped Materials
The learner will be able to
read from taped materials in the classroom.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Selecting/Sharing |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.06.e, 1.1.14.c |
Classroom
|
|
Response: Discussion/Relate/Personal
The learner will be able to
discuss reading materials and relate to personal experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Discussions |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.09.a.3 |
Classroom
|
|
Response: Illustrations/Signs/Symbols
The learner will be able to
create and/or apply illustrations, signs, or rebus symbols when responding to literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: General |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.10.d |
Classroom
|
|
Sequence: Three-Step/Four-Step/Remember
The learner will be able to
remember a three-step and/or four-step sequence of events and accuractely retell or recount 3 or 4 incidents sequentially.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.09.b.1; TN: Reading Accomplishments, 2000, Grade 1, Bullet #27 |
Classroom
|
|
Source: Variety/Purpose/Read
The learner will be able to
read a wide variety of literary selections for a variety of purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Source |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.12.a, 1.1.13.a |
Classroom
|
|
Strategies: Features/Use/Find
The learner will be able to
use text features to find information in text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.11.b |
Classroom
|
|
Task: Read/Perform Task
The learner will be able to
read to perform a task.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes: Tasks |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.12.c |
Classroom
|
|
Character/Events: Similar/Different
The learner will be able to
recognize and identify similarities and differences in characters, texts, or events from different texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
|
Master |
|
TN: Reading Accomplishments, 2000, Grade 1, Bullet #30 |
Classroom
|
|
Reading Behaviors: Emergent/Independent
The learner will be able to
progress from emergent to independent reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Reading Accomplishments, 2000, Grade 1, Bullet #11 |
Classroom
|
|
Reading Behaviors: Interest/Display
The learner will be able to
display interest in storybooks, expository texts, poems, newspapers, and environmental print.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
|
TN: Reading Accomplishments, 2000, Grade 1, Bullet #7 |
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, Grade 1, Bullet #10 |
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, Grade 1, Bullet #35 |
Classroom
|
|
Reading Behaviors: Monitor
The learner will be able to
monitor his/her reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Application |
Master |
2.0 |
TN: Reading Accomplishments, 2000, Grade 1, Bullet #16 |
Classroom
|
|
Response: Graphic Organizers/Webs/Maps
The learner will be able to
apply the use of graphic organizers, webs, and story maps when responding orally to questions about text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Composing |
Application |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Grade 1, Bullet #26 |
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
|
|
Strategies: Expand/Vocabulary
The learner will be able to
expand his/her vocabulary by applying phonetic principles and structural analysis, by reading a variety of meaningful texts, by reading out loud, 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, Grade 1, 1.1.01.a, 1.1.07, 1.1.07.a, 1.1.07.b, 1.1.12.e |
Classroom
|
|
Word Relationships: Understand
The learner will be able to
understand word relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Relationships |
Comprehension |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Objective Statement #35 week tested: 30. |
Classroom
|
|
Synonym: Define
The learner will be able to
define synonyms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Synonym |
Application |
Master |
1.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Vocabulary Item #6-13 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
Context: Word Meaning
The learner will be able to
infer word meaning from context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Analysis |
Master |
5.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Vocabulary Item #14-20 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Context: Missing Words
The learner will be able to
use context to infer missing words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Evaluation |
Master |
3.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Objective Statement #37 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #2 week tested: 30..; Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Objective Statement #35 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
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: Meaning/Category
The learner will be able to
identify and determine the meaning of a word by using knowledge of categories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
Application |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Vocabulary Item #1-5 week tested: 30. |
Classroom
|
|
Strategies: Variety
The learner will be able to
apply a variety of vocabulary strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
Application |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #034, 036, 039 week tested: 30. |
Classroom
|
|
Analyze: Contextual Analysis
The learner will be able to
use structural analysis and contextual clues to define unfamiliar words found in the course of reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies: Analyze |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.07.f |
Classroom
|
|
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, Grade 1, 1.1.07.a |
Classroom
|
|
Vocabulary: Development
The learner will be able to
demonstrate vocabulary development and increase content specific vocabulary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.07, 1.1.11.a |
Classroom
|
|
Base Word: Suffixes/Add
The learner will be able to
add suffixes to base words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Base/Root Word |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.07.g |
Classroom
|
|
Strategies: Structural Analysis/Pictures
The learner will be able to
use structural analysis and/or picture clues to decode words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.05.a, 1.1.07.f |
Classroom
|
|
Syllabication: Awareness/Demonstrate
The learner will be able to
demonstrate awareness of syllables by clapping or moving objects and identify the number of syllables in a given word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Syllabication |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.04.g.; TN: Reading Accomplishments, 2000, Grade 1, Bullet #3 |
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, Grade 1, 1.1.04.c |
Classroom
|
|
Context: Words/Predict
The learner will be able to
predict words by applying context clues and structural analysis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Analysis |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Grade 1, Bullet #20 |
Classroom
|
|
Speaking/Writing: Newly Learned Words
The learner will be able to
use speaking and/or writing 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, Grade 1, Bullet #6 |
Classroom
|
|
Letters: Sounds/Relationship
The learner will be able to
understand the relationship between sounds and symbols and match words read orally to their printed counterparts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Letters: Sounds |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #6 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.1.07.e |
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 |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #007-012, 019-022 week tested: 30. |
Classroom
|
|
Final Sound: Identify
The learner will be able to
identify the final sound of a word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Final Sound |
Knowledge |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Objective Statement #30 week tested: 30. |
Classroom
|
|
Initial Sound: Identify
The learner will be able to
identify the initial sound of a word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Initial Sound |
Knowledge |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Objective Statement #30, Word Item #1-2, 5-6 week tested: 30. |
Classroom
|
|
Vowels: Auditory Discrimination
The learner will be able to
recognize the long and short sounds of vowels.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
3.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Objective Statement #32, Word Item #9-16 week tested: 30. |
Classroom
|
|
Vowel: Variant
The learner will be able to
identify variant vowel sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Knowledge |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Objective Statement #32 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 |
0.5 |
Terra Nova, Complete Battery, 1997, Level 11, 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. |
|
|
Word: Sight/Orally Read
The learner will be able to
identify an orally read sight word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word: Orally Read |
Knowledge |
Master |
0.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Objective Statement #31, Word Item #17-20 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. |
|
|
Consonant: Blend/Identify
The learner will be able to
identify consonant blends.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant |
Knowledge |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Objective Statement #30, Word Item #3-4 week tested: 30. |
Classroom
|
|
Consonant: Digraph/Identify
The learner will be able to
identify consonant digraphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant: Digraph |
Knowledge |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 11, Objective Statement #30, Word Item #7-8 week tested: 30. |
Classroom
|
|
Decoding: Automatically
The learner will be able to
develop decoding strategies and decode words automatically.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Phonetic Clues: Decoding |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.05.e |
Classroom
|
|
Decoding: Letter-Sound/Correspondence
The learner will be able to
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, Grade 1, 1.1.05.a |
Classroom
|
|
Decoding: One-Syllable/Regular
The learner will be able to
decode one-syllable words that are phonetically regular.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Phonetic Clues: Decoding |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.05.b |
Classroom
|
|
Initial/Final Sound: Cue Words/Respond
The learner will be able to
respond to cue words that have the same beginning or ending sound.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Initial Sound |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.04.a, 1.1.04.b |
Classroom
|
|
Vowel: Long/Short/Vowel/Orally Decode
The learner will be able to
orally decode words using long vowel and/or short sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.05.d |
Classroom
|
|
Word: Identify/High/Frequency
The learner will be able to
identify high frequency regular and irregular words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Knowledge |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.06.d; TN: Reading Accomplishments, 2000, Grade 1, Bullet #17 |
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, Grade 1, 1.1.04.e |
Classroom
|
|
Word: Phoneme/One-Syllable
The learner will be able to
blend and/or divide the phonemes of one-syllable words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.04.d.; TN: Reading Accomplishments, 2000, Grade 1, Bullet #13 |
Classroom
|
|
Decoding: One-Syllable Words
The learner will be able to
use phonetic strategies to decode one-syllable words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Phonetic Clues: Decoding |
Application |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Grade 1, Bullet #15 |
Classroom
|
|
Edit: Adjectives/Adverbs
The learner will be able to
edit for correct use of adverbs and adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Conclusion: Use
The learner will be able to
use a conclusion in a written work and write a new ending for a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Introduction/Conclusion |
Application |
Master |
1.5 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.2.10.a |
Classroom
|
|
Prewriting: Strategies/Variety
The learner will be able to
apply a variety of prewriting strategies to plan what to write and understand how to use outlining, brainstorming, drawing, information sources, and graphic organizers as prewriting strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting: Strategies |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.2.01, 1.2.01.a, 1.2.01.b, 1.2.01.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. |
|
|
Paragraph: Topic Sentence/Identify
The learner will be able to
select the best topic sentence for a given paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Content: Topic Sentence |
Application |
Master |
1.5 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Write: Variety of Purposes
The learner will be able to
write for a variety of purposes, to describe a person, place, thing, or event, to inform, to be reflective, to entertain, to fully express ideas, and to record observations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
Application |
Introduce |
1.5 |
TN: Writing Assessment, January 1995, Grade 4, p.9 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.2.02.c, 1.2.09, 1.2.02, 1.2.02.b |
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. |
|
|
Topic: Assigned/Composition
The learner will be able to
create a composition on an assigned topic.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Topic |
Application |
Introduce |
2.0 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 30. |
Classroom
|
|
Conventions: Mechanics
The learner will be able to
begin to identify and use mechanics in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Conventions |
Application |
Introduce |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.1 |
Classroom
|
|
Conventions: Standard Spelling
The learner will be able to
begin to identify and use standard spelling in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Conventions |
Application |
Introduce |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.1 |
Classroom
|
|
Sequence: Ideas
The learner will be able to
order ideas or events sequentially when writing, dictate a sequence of events in order, and sequence ideas in logical order.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 30.; TN: Curriculum Standards, 2001, Grade 1, 1.2.03.e |
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. |
|
|
Clarity/Focus: Relevant Information
The learner will be able to
include relevant information in his/her writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Clarity/Focus |
Evaluation |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8, Item #029-030 week tested: 30. |
Classroom
|
|
Edit: Verb Form
The learner will be able to
edit written works for correct verb forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Expressions [Software]. |
|
|
Edit: Capitalization
The learner will be able to
edit sentences for capitalization errors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
Analysis |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9, Item #044-045 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Edit: Punctuation
The learner will be able to
edit for correct use of punctuation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9, Item #042-043 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Edit: Usage
The learner will be able to
edit written works for usage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Usage |
Application |
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 11, Item #040-041 week tested: 30. |
Classroom
|
|
Across Curriculum: Expand/Use Writing
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, Grade 1, 1.2.08, 1.2.02.a |
Classroom
|
|
Across Curriculum: Math Journals
The learner will be able to
write in math journals, compose math stories, and write explanations for problem solving.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing to Learn: Across Curriculum |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.2.08.c |
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, Grade 1, 1.2.06.a |
Classroom
|
|
Expressive: Book/Classroom/Individual
The learner will be able to
create a classroom book and an individual book.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expressive |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.2.06.d, 1.2.06.c, 1.2.10.c |
Classroom
|
|
Genre: Variety
The learner will be able to
write in a variety of genres.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.2.11 |
Classroom
|
|
Journal: Maintaining
The learner will be able to
maintain a journal.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Journal |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.2.11.c |
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, Grade 1, 1.2.09.b |
Classroom
|
|
Writing Behaviors: Time/Place/Materials
The learner will be able to
take part in writing when provided with time, place, and materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.2.09.a |
Classroom
|
|
Information: Science/Social Studies
The learner will be able to
summarize information learned in science and compose stories using information learned in social studies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing to Learn: Across Curriculum |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.08.a, 1.2.08.b |
Classroom
|
|
Across Curriculum: Shared Writings/Arts
The learner will be able to
take part in shared writings about the arts and classroom activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing to Learn: Across Curriculum |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.08.d |
Classroom
|
|
Clarity: Words/Phrases/Enhance
The learner will be able to
identify words or phrases that could enhance clarification after writing or dictating a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Clarity/Focus |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.04.e |
Classroom
|
|
Collaborative Writing: Group Stories
The learner will be able to
compose group stories with a beginning, middle, and ending.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Collaborative Writing |
Synthesis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.07.c |
Classroom
|
|
Conventions: Legible
The learner will be able to
demonstrate legible writing skills and use legible manuscript when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Conventions |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.04.d, 1.3.02.d |
Classroom
|
|
Conventions: Spacing Between Words
The learner will be able to
include a space between written words and correctly space upper and lower case words when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Conventions |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.3.02.d |
Classroom
|
|
Criteria: Establish/Evaluate
The learner will be able to
use established criteria to evaluate one's own pictures, his/her own writing and written products, and the writing of others including his/her peers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating Writing: Criteria |
Evaluation |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.05.a, 1.2.05 |
Classroom
|
|
Dictate: Logical Order/Events
The learner will be able to
dictate the writing of a story and put events in logical order when dictating.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Dictate |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.03.e, 1.2.09.c |
Classroom
|
|
Drafting: Planning/Self-Correcting
The learner will be able to
write first drafts using appropriate parts of the writing process with focus on planning and self-correcting.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.03.a |
Classroom
|
|
Drafting: Proof/Show
The learner will be able to
show proof of drafting.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.03 |
Classroom
|
|
Draw: Explain Own Drawing
The learner will be able to
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, Grade 1, 1.1.03.d |
Classroom
|
|
Edit: For Publication
The learner will be able to
edit written works in preparation for publication.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.04 |
Classroom
|
|
Emergent Writing: Experience Stories
The learner will be able to
take part in teacher-guided experience stories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.03.f |
Classroom
|
|
Expository: Message
The learner will be able to
write a message.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.11.a |
Classroom
|
|
Publish: Variety/Formats
The learner will be able to
publish in a variety of formats and 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, Grade 1, 1.2.06, 1.2.06.e |
Classroom
|
|
Language Structure: Elements/Use
The learner will be able to
use the elements of language when writing and editing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Structure |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.04.a |
Classroom
|
|
Literary Device: Rhyme/Use
The learner will be able to
incorporate rhyme into his/her written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Literary Device: Sound |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.11.d |
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, Grade 1, 1.2.07 |
Classroom
|
|
Poetry: Original
The learner will be able to
write original poetry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Poetry |
Synthesis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.11.d |
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, Grade 1, 1.2.05.c |
Classroom
|
|
Publishing: Share/Classmates/Adults
The learner will be able to
share written works with classmates or adults.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Publishing |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.06.c |
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, Grade 1, 1.2.10 |
Classroom
|
|
Revise: Descriptive Words/Phrases
The learner will be able to
show proof of revision and revise his/her writing by adding descriptive words and phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising |
Evaluation |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.03.c, 1.2.03 |
Classroom
|
|
Revise: Irrelevant Information/Fragments
The learner will be able to
revise writing to eliminate extraneous information and to correct sentence fragments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising: Content |
Evaluation |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.03.g, 1.3.04.d |
Classroom
|
|
Sentence Content: Complete/Simple
The learner will be able to
write complete, simple sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Content |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.03.b, 1.2.04.a, 1.3.04.c |
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, Grade 1, 1.2.07.b |
Classroom
|
|
Story Elements: Short Story
The learner will be able to
write a short story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.07.a, 1.2.11.b |
Classroom
|
|
Strategies: Discussion
The learner will be able to
use discussion as a writing strategy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Strategies |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.05.b |
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, Grade 1, 1.2.05.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, Grade 1, 1.2.06.e |
Classroom
|
|
Style: Write/Variety/Modes
The learner will be able to
write in a variety of modes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Style |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.11 |
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, Grade 1, 1.2.06.b |
Classroom
|
|
Writing Behaviors: Own Writing
The learner will be able to
read and explain one's own writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Behaviors |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.03.d |
Classroom
|
|
Writing Processes: Resources/Apply
The learner will be able to
apply classroom resources to enhance the writing process.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Processes |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 1, 1.2.04.b |
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 |
1.0 |
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
|
|
Newspaper: Share
The learner will be able to
share the newspaper.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Newspaper Sections |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 1, 1.1.14.b |
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, Grade 1, 1.1.13.a |
Classroom
|
|
Nonprint: Characters/Plot/Setting
The learner will be able to
identify characters (including main character), plot, and setting in nonprint materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Form: Non-Print |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 1, 1.1.13.c, 1.1.13.d |
Classroom
|
|
Illustrator: Identify
The learner will be able to
identify the works of a favorite illustrator.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Illustrator |
Knowledge |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Grade 1, Bullet #33 |
Classroom
|
|
General: Poise/Confidence
The learner will be able to
develop and show poise and confidence when delivering a presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: General |
Application |
Introduce |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
|
|
Social Norms: Manners
The learner will be able to
use appropriate speaking manners, engage in a discussion, and follow guidelines of conversation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Social Rituals/Norms |
Application |
Introduce |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22; TN: Curriculum Standards, 2001, Grade 1, 1.1.01.b |
Classroom
|
|
Expressive: Feelings/Thoughts
The learner will be able to
use speaking as a way to express feelings and complete thoughts.
| Strand |
Bloom's |
Scope |
Hours | | |
