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Meigs County |
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Meigs County Curriculum |
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2nd Grade - Language Arts |
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Author/Illustrator: Identify
The learner will be able to
identify favorite authors and the works of a favorite illustrator.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Comprehension |
Master |
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Meigs County Core Curriculum, 1999, 2nd Grade |
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 2, 2.1.14.d |
Classroom
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Genre: Independent Reading/Read Alouds
The learner will be able to
explore a variety of literature through independent reading and/or through read-alouds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.12, 2.1.14.c.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #6 |
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 2, 2.1.13 |
Classroom
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Fable/Folk Tale: Read/Understand
The learner will be able to
read and understand a fable, and a folk tale.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fable |
Comprehension |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.13.c |
Classroom
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Genre: Use
The learner will be able to
identify the use of different genres in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.13.f |
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 2, 2.1.14.d, 2.1.12.b |
Classroom
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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, Grade 2, 2.1.14.b |
Classroom
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Genre: Audiotapes/Library Centers
The learner will be able to
explore a variety of literature through audiotapes and library centers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
TN: Reading Accomplishments, 2000, Grade 2, Bullet #6 |
Classroom
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Expository: Information/Compare
The learner will be able to
compare information on the same topic from various expository materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
Analysis |
Master |
2.0 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #21 |
Classroom
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Expository: Information/Relate/Answer
The learner will be able to
relate information across expository text and answer how, why, and what-if questions when reading expository texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
Analysis |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #21, #22 |
Classroom
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Noun: Forms/Edit
The learner will be able to
edit writing for noun forms including singular and plural nouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Application |
Introduce |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #9 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.3.01.a |
Classroom
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Subject-Verb: Agreement
The learner will be able to
use correct subject-verb agreement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #7 week tested: 30. |
Classroom
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Subject/Predicate: Missing/Identify
The learner will be able to
identify the missing main or simple subject and/or predicate in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Subject |
Knowledge |
Master |
0.8 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
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Pronoun: Case/Edit
The learner will be able to
identify correct use of pronouns by editting written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
4.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #9 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.3.01.c |
Classroom
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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 |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Item #022-023, 035 week tested: 30. |
Classroom
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Sentence Structure: Identify/ Complete
The learner will be able to
identify and edit for the use of complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Knowledge |
Master |
2.4 |
Terra Nova, Complete Battery, 1997, Level 12, Item #022-023, 035 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.2.04.b |
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, Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #7 week tested: 30. |
Classroom
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Sentence Structure: Use/Write
The learner will be able to
apply and use correct, coherent sentence structure to communicate effectively and write using a variety of sentence structures and lengths.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #7 week tested: 30.; TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.2.03.b, 2.3.04 |
Classroom
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Sentence Combining: Concise/Clarity
The learner will be able to
combine two sentences concisely and with clarity of meaning to create a compound sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #7 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.3.04.d |
Classroom
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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 |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Item #022-023, 035 week tested: 30. |
Classroom
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Paragraph: Indent
The learner will be able to
identify a paragraph by indentions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Structure |
Knowledge |
Introduce |
0.4 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
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Adjective/Noun/Pronoun/Verb: Use
The learner will be able to
correctly use adjectives, nouns, pronouns, and verb forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.3.01.d, 2.3.01.b |
Classroom
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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 2, 2.3.01 |
Classroom
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Declarative/Exclamatory/Interrogative
The learner will be able to
identify and use declarative, exclamatory, and interrogative sentences in writing and when speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Declarative |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.3.04.c |
Classroom
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Sentence Structure: Differentiate
The learner will be able to
differentiate between complete and incomplete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.3.04.b |
Classroom
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Conventions: Dialogue/Comprehend
The learner will be able to
comprehend and recognize the conventions of dialogue.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
Comprehension |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #10 |
Classroom
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Idiom: Comprehend
The learner will be able to
comprehend idioms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Idiom |
Comprehension |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #27 |
Classroom
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Paragraph: Structure/Recognize/Use
The learner will be able to
recognize and use appropriate paragraph structure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Structure |
Knowledge |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #10 |
Classroom
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Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Knowledge, Comprehension, Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #7 week tested: 30. |
Classroom
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Endmark: Use
The learner will be able to
identify and use endmarks correctly including exclamation points, periods, and question marks.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Comprehension |
Master |
4.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Language Item #4-7, 18 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.3.02.b |
Classroom
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Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation and apply an understanding of punctuation to clarify written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Knowledge |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #38 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.1.03.d |
Classroom
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Punctuation: Letters/Correct
The learner will be able to
identify the correct use of punctuation in a letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Knowledge, Comprehension |
Master |
2.4 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Language Item #11-13 week tested: 30. |
Classroom
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Comma: City/State
The learner will be able to
use a comma between a city and state.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Comprehension |
Master |
0.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Language Item #14 week tested: 30; Meigs Co. Board of Ed. Jan. 2000. |
Classroom
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Capitalization: Letter Parts
The learner will be able to
identify the correct capitalization of the parts of a letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
1.2 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Language Item #11-13 week tested: 30. |
Classroom
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Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Comprehension |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #7 week tested: 30. |
Classroom
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Capitalization: Proper Nouns
The learner will be able to
capitalize proper nouns including his/her own first and last names and apply it in written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
1.2 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Obj. Statement #39, Language Item #2-3,8,16-17,19 week tested: 30..; TN: Curriculum Standards, 2001, Grade 2, 2.3.02.a |
Classroom
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Capitalization: Title
The learner will be able to
capitalize a title and apply it in written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Title |
Knowledge, Application |
Master |
0.4 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #39 week tested: 30. |
Classroom
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Capitalization: City/State
The learner will be able to
capitalize cities and states and apply it in written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge, Comprehension, Application |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Language Item #14 week tested: 30. |
Classroom
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Capitalization: Beginning of Sentence
The learner will be able to
capitalize the beginning of a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge, Comprehension, Application |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Language Item #1, 9, 15, 20 week tested: 30..; TN: Curriculum Standards, 2001, Grade 2, 2.3.02.a |
Classroom
|
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Capitalization: Pronoun "I"
The learner will be able to
capitalize the pronoun "I".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge, Comprehension, Application |
Master |
0.4 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #39 week tested: 30..; TN: Curriculum Standards, 2001, Grade 2, 2.3.02.a |
Classroom
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Capitalization: Identify Correct
The learner will be able to
identify correct capitalization.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Knowledge, Comprehension |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #38 week tested: 30. |
Classroom
|
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Quotation Mark: Identify
The learner will be able to
identify the correct use of quotation marks in a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Quotation Mark |
Knowledge |
Master |
1.2 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #38 week tested: 30. |
Classroom
|
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Quotation Mark: Dialogue/Identify
The learner will be able to
identify and use the correct use of quotation marks in dialogue.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Quotation Mark |
Knowledge |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #38 week tested: 30. |
Classroom
|
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Apostrophe: Use
The learner will be able to
show an understanding of and correctly use apostrophes in sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Knowledge, Comprehension, Application |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Language Item #10 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.3.02.d |
Classroom
|
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Apostrophe: Contractions
The learner will be able to
identify and correctly use apostrophes with contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Knowledge, Comprehension |
Master |
3.2 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #39 week tested: 30. |
Classroom
|
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Apostrophe: Possessive/Singular
The learner will be able to
identify and correctly use apostrophes with singular possessives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Knowledge, Comprehension |
Master |
1.2 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #39 week tested: 30. |
Classroom
|
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Apostrophe: Possessive/Plural
The learner will be able to
identify and correctly use apostrophes with plural possessives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Knowledge, Comprehension |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #39 week tested: 30. |
Classroom
|
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Abbreviate: Common/Identify/Period
The learner will be able to
identify commonly used abbreviations and correctly use a period at the end of an abbreviation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Abbreviate/Initial |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.07.b |
Classroom
|
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Comma: Series/Items/Dates/Use
The learner will be able to
use commas correctly with items in a series and in dates.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.3.02.c |
Classroom
|
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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 2, 2.3.02 |
Classroom
|
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Auditory Discrimination: Syntax
The learner will be able to
rely on a speaker's syntax, semantics, word sounds, and intonations to discern meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Auditory Discrimination |
Evaluation |
Master |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
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Auditory Discrimination: Listen/Respond
The learner will be able to
listen to, respond to, and distinguish between environmental sounds, a variety of dialects, music, and specific rhythmic and beat patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Auditory Discrimination |
Evaluation |
Master |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Auditory Discrimination: Awareness/Sound
The learner will be able to
create awareness of sounds of language by frequent exposure to various auditory experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Auditory Discrimination |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.04.a |
Classroom
|
|
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, Grade 2, 2.1.02 |
Classroom
|
|
Behaviors: Variety/Attentive
The learner will be able to
listen attentively to a variety of speakers and in a variety of situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.02.a; TN: Reading Accomplishments, 2000, Grade 2, Bullet #7 |
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 2, 2.1.02.c |
Classroom
|
|
Contraction: Identify
The learner will be able to
identify a written contraction for two orally read words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Contraction |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.07.b |
Classroom
|
|
Directions: Follow/Oral
The learner will be able to
understand, listen to, and follow directions given orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.02.e, 2.1.01.c |
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 2, 2.1.01.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 2, 2.1.09.a.3 |
Classroom
|
|
Processes: Developmentally Appropriate
The learner will be able to
demonstrate developmentally appropriate listening skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Processes |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.02.b |
Classroom
|
|
Purposes: Learn/Speakers
The learner will be able to
use his/her listening skills to learn new information from speakers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Purposes |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.02.a |
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: Reading Accomplishments, 2000, Grade 2, Bullet #7 |
Classroom
|
|
Media Aides/Presentation
The learner will be able to
incorporate multimedia tools (computers, drawings, videotapes, and dramatizations) into a presentation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media Aids: Multimedia |
Application |
Master |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
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 2, 2.1.13.a |
Classroom
|
|
Nonprint: Characters/Plot/Setting
The learner will be able to
identify characters, 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 2, 2.1.13.d |
Classroom
|
|
Character: Role Playing
The learner will be able to
demonstrate a familiarity with characters from a literary selection by engaging in role playing while understanding character intent, motive, and traits.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Comprehension |
Introduce |
0.4 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Reading: Collaborative
The learner will be able to
explore reading within small peer groups.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
0.4 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Critical Thinking: Connecting
The learner will be able to
question and make associations about a selected reading text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking |
|
Master |
0.4 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Comprehension: Display Skills
The learner will be able to
display comprehension skills in various ways including by articulating how story elements (characters, setting, problem, resolution, events, and illustrations) relate to each other, comparing and contrasting story elements, formulating questions about story elements, and relating to the challenges of favorite characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Comprehension |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #2-3, Item #3,7,16,18,25,46 week tested: 30. |
Classroom
|
|
Reading Behaviors: Apply
The learner will be able to
apply meaning while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Application |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 12, Item #041-042, 051 week tested: 30. |
Classroom
|
|
Response: Relate Experiences
The learner will be able to
discuss reading materials and relate events and information in text to personal, life experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Personal |
Synthesis |
Master |
0.4 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.08.f, 2.1.09.a.2 |
Classroom
|
|
Response: Connection/Text
The learner will be able to
make connections among reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
Analysis |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 12, Item #010, 017 week tested: 30. |
Classroom
|
|
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 |
0.8 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #6 week tested: 30. |
Classroom
|
|
Reading Behaviors: Attention Span
The learner will be able to
read or explore books for extended periods of time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Silent/Sustained |
Application |
Master |
|
Meigs County Board of Ed. Jan. 2000. |
Classroom
|
|
Cause/Effect: Understand/Identify
The learner will be able to
understand the relationship between and identify cause and effect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #3 week tested: 30; TN: Curriculum Standards, 2001, Grade 2, 2.1.09.b.4 |
Classroom
|
|
Main Idea: Identify/Recognize
The learner will be able to
identify and recognize the main idea from reading passages and from pictures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.09.b.5; TN: Reading Accomplishments, 2000, Grade 2, Bullet #24 |
Classroom
|
|
Draw Conclusion: Reading Material
The learner will be able to
draw conclusions about reading materials that are supported by the text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Comprehension |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #3, Item #8,15,26-28,36-37,40 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.1.09.b.2; TN: Reading Accomplishments, 2000, Grade 2, Bullet #19 |
Classroom
|
|
Predict Outcome: Information
The learner will be able to
make and revise predictions (including predicting a future event or the next event that will occur in a story) from information in written material based on relating new information to prior knowledge.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4 & #5, Item #004, 050 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.1.09.a.3, 2.1.08.c; TN: Reading Accomplishments, 2000, Grade 2, Bullet #26 |
Classroom
|
|
Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fact/Opinion |
Comprehension |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4 week tested: 30. |
Classroom
|
|
Summary: Strategies
The learner will be able to
summarize material while he/she reads in his/her own words in order to organize and clarify ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Comprehension |
Master |
2.4 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #5 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.1.09.b.3 |
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 |
2.4 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #3 week tested: 30. |
Classroom
|
|
Inference: Information
The learner will be able to
make inferences from information in written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Analysis |
Master |
2.4 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #3 week tested: 30. |
Classroom
|
|
Detail: Identify
The learner will be able to
identify details from reading passages and recall details and facts from a literary selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Knowledge |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #2 week tested: 30.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #19 |
Classroom
|
|
Story Elements: Identify
The learner will be able to
identify story elements such as setting, plot (including the problem and solution), and characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Knowledge |
Master |
2.4 |
Terra Nova, Complete Battery, 1997, Level 12, Item #001, 009, 048 week tested: 30.; Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #3 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.1.13.d, 2.1.13.i |
Classroom
|
|
Story Elements: Original Endings
The learner will be able to
write an original ending to a story incorporating appropriate elements consistently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Application |
Introduce |
0.4 |
Meigs County Board of Ed. Jan. 2000. |
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 |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, 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 |
|
Terra Nova, Complete Battery, 1997, Level 12, Item #002, 047, 052 week tested: 30. |
Classroom
|
|
Strategies: Graphic/Use
The learner will be able to
use common graphical features including graphic organizers to increase understanding of reading materials, to enhance text, and to support comprehension in informational texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Graphic Features |
Application |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #5 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.1.08.e, 2.2.01.c, 2.1.10.d |
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 |
0.4 |
Terra Nova, Complete Battery, 1997, Level 12, 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 |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4, Item #041-042, 051 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 |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4 week tested: 30. |
Classroom
|
|
Sentence Completion: Infer Word
The learner will be able to
infer words missing from sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Completion |
Comprehension, Evaluation |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #36 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 |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.1.13.g |
Classroom
|
|
Sequence: Identify Order
The learner will be able to
identify the order of events which occur within a reading selection and remember a 3 to 5-step sequence of events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Comprehension |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #2 week tested: 30.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #28 |
Classroom
|
|
Generalization: Passage
The learner will be able to
make a generalization based on passage elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Generalization |
Application |
Introduce |
0.8 |
Meigs County, 2nd grade, 5/99 |
Classroom
|
|
Questions: Aid Understanding
The learner will be able to
generate questions to aid understanding while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
Comprehension |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #5 week tested: 30. |
Classroom
|
|
Structure: Increase Understanding
The learner will be able to
use text structure to increase understanding of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Application |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #5 week tested: 30. |
Classroom
|
|
Assumption: Stereotypes/Biases
The learner will be able to
identify gender and cultural biases in pictures and written text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Bias |
Evaluation |
Master |
0.8 |
Meigs County, 2nd grade, 5/99 |
Classroom
|
|
Reading Aloud: Presentation/Individual
The learner will be able to
read aloud during an individual presentation (Student Reads).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud |
Application |
Master |
3.8 |
Meigs County Board of Ed., 2000. |
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 2, 2.1.09, 2.1.09.a |
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 2, 2.1.13.d |
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 2, 2.1.09 |
Classroom
|
|
Prereading: Strategies/Develop/Apply
The learner will be able to
develop and apply a variety of prereading strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pre-Reading |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.08 |
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 2, 2.1.08.b |
Classroom
|
|
Purposes: Establishing
The learner will be able to
read information and a wide variety of literary selections for a variety of purposes and 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 2, 2.1.08.a, 2.1.12.a, 2.1.13.a; TN: Reading Accomplishments, 2000, Grade 2, Bullet #33 |
Classroom
|
|
Read Aloud: Text/Fluency/Confidence
The learner will be able to
read text aloud with fluency, expression, accuracy, and confidence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.06, 2.1.06.a, 2.1.06.e.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #30 |
Classroom
|
|
Reading Behaviors: 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 2, 2.1.14.b |
Classroom
|
|
Reading Behaviors: Independent/Daily
The learner will be able to
improve reading comprehension by reading self-selected and teacher-selected literature silently and independently on a daily basis (Accelerated Reader).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.06.f, 2.1.14.c, 2.1.14.g |
Classroom
|
|
Reading Behaviors: Activities/Experience
The learner will be able to
participate in various literacy activities and relate to literary experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.14.e, 2.1.14.f |
Classroom
|
|
Reading Behaviors: Motivation/Pleasure
The learner will be able to
create and maintain a motivation to read and read on his/her own for pleasure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.14, 2.1.12.d, 2.1.14.h |
Classroom
|
|
Response: Creative
The learner will be able to
respond creatively to written material and to segments of text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Composing |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.01.e.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #2, #3 |
Classroom
|
|
Sharing: Take Part/Reading
The learner will be able to
take part in shared reading and guided oral readings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Selecting/Sharing |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.07.c, 2.1.06.c |
Classroom
|
|
Strategies: Improve Fluency
The learner will be able to
apply reading strategies to improve fluency.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.12.f |
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 2, 2.1.11 |
Classroom
|
|
Character: Interact/Identify
The learner will be able to
identify how the main character and other characters interact with each other.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.13.e |
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 2, 2.1.05, 2.1.05.b |
Classroom
|
|
Emergent Reading: Comprehend/Paragraph
The learner will be able to
comprehend the relationship between sentences and paragraphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.03.b |
Classroom
|
|
Emergent Reading: Print Concepts
The learner will be able to
demonstrate comprehension of print concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.03 |
Classroom
|
|
Emergent Reading: Stories
The learner will be able to
compare and contrast stories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.13.h |
Classroom
|
|
Emergent Reading: Story/Paragraphs
The learner will be able to
recognize that a story is made from a group of paragraphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.03.b |
Classroom
|
|
Emergent Reading: Families/Sorts/Walls
The learner will be able to
use 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 2, 2.1.07.d.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #17 |
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 2, 2.1.14.d |
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, Grade 2, 2.1.08.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 2, 2.1.06.b.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #31 |
Classroom
|
|
Reading Behaviors: Correct Problems
The learner will be able to
recognize and correct his/her own reading errors while engaged in reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.09.a.1 |
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 2, 2.1.14.c |
Classroom
|
|
Sequence: Main Events/Ideas/Retell
The learner will be able to
retell main events or ideas in proper sequence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.09.b.1 |
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 2, 2.1.11.b |
Classroom
|
|
Summary: Content/Classroom/Learned
The learner will be able to
summarize the content of what has been learned in the classroom.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.01.h |
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 2, 2.1.12.c |
Classroom
|
|
Reading Behaviors: Independent/School
The learner will be able to
read independently in school and when out of school.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Reading Accomplishments, 2000, Grade 2, Bullet #9 |
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 2, Bullet #8 |
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 2, Bullet #34 |
Classroom
|
|
Reading Behaviors: Texts/Read
The learner will be able to
read a variety of texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Reading Accomplishments, 2000, Grade 2, Bullet #32 |
Classroom
|
|
Cause/Effect: Infer
The learner will be able to
infer simple cause and effect relationships that are not clearly stated.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Analysis |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #25 |
Classroom
|
|
Character/Event: Discussion/Similarities
The learner will be able to
engage in discussions about the similarities and differences in characters and events in different stories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Analysis |
Master |
2.0 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #20 |
Classroom
|
|
Emergent Reading: Irregular Words
The learner will be able to
use spelling patterns to read irregularly spelled words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Application |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #15 |
Classroom
|
|
Figurative Language: Figures of Speech
The learner will be able to
construct meaning from figures of speech.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Comprehension |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #27 |
Classroom
|
|
Strategies: Vocabulary/Variety
The learner will be able to
use a broad vocabulary of familiar words when reading a variety of materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
2.0 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #14, Bullet #29 |
Classroom
|
|
Purposes: Solve Problems
The learner will be able to
use speech as a way to think out loud and solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
|
Introduce |
4.0 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Creative: Present/Recite
The learner will be able to
present and/or recite short stories (which include beginnings, plots, conflicts, characters, resolutions, and elaboration of detail), poems, riddles, nonsense verses, and songs in a focused manner).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation: Creative |
Application |
Master |
4.0 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Verbal/Nonverbal: Communicate
The learner will be able to
communicate effectively using the appropriate intonations, volume control, gestures, body language, a variety of complex sentence structures, correct tenses and plurals/singulars, and vocabulary for a given listener.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Verbal/Nonverbal |
|
Introduce |
4.0 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Pronunciation: Common Words
The learner will be able to
clearly pronounce words common to grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronunciation |
Comprehension |
Master |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Language Structure: Extend/Apply/Use
The learner will be able to
extend oral language skills, apply knowledge of oral language structure, and demonstrate progress in the use of oral language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.3.04.a, 2.1.01.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #1 |
Classroom
|
|
Conversation: Guidelines
The learner will be able to
follow guidelines of conversation and ask and answer questions with group members, peers, and teachers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Discussion/Conversation |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.01.b, 2.1.01.f |
Classroom
|
|
Directions: Orally Give/Follow
The learner will be able to
orally give and follow directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.01.c |
Classroom
|
|
Formal/Informal: Identify/Usage Varies
The learner will be able to
identify that language usage varies in formal and informal settings and apply formal language principles while speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Formal/Informal |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.02.d; TN: Reading Accomplishments, 2000, Grade 2, Bullet #4 |
Classroom
|
|
Story: Peers/Adults/Tell
The learner will be able to
tell favorite personal stories to peers and familiar adults.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.01.g |
Classroom
|
|
Expressive: Thoughts
The learner will be able to
express complete thoughts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Expressive |
Comprehension |
Master |
0.5 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #5 |
Classroom
|
|
Strategies
The learner will be able to
utilize strategies (such as phonics) to determine the correct spelling of words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
Knowledge |
Introduce |
0.8 |
Meigs County Board of Ed., 2000. |
Classroom
|
|
Spelling/Meaning: Connecting
The learner will be able to
make connections between word structure, the meaning of words, and how words are spelled.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
Comprehension, Application |
Introduce |
0.8 |
Meigs County Board of Ed., 2000. |
Classroom
|
|
Consonant: Phonemes
The learner will be able to
identify the correct spelling of words with consonant phonemes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant |
Knowledge |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #41 week tested: 30. |
Classroom
|
|
Consonant: Silent
The learner will be able to
spell words with silent consonants correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant |
Application |
Master |
1.2 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Spelling Item #1 week tested: 30. |
Classroom
|
|
Vowels: Digraphs
The learner will be able to
correctly spell words which have a digraph (without reversing the order of the vowels).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Knowledge, Application |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Spelling Item #2 week tested: 30. |
Classroom
|
|
Vowels: Diphthongs
The learner will be able to
correctly use and spell diphthongs and correctly substitute vowel digraphs for diphthong sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Knowledge, Application |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Spelling Item #8, 13 week tested: 30. |
Classroom
|
|
Vowel: Phonemes
The learner will be able to
identify the correct spelling of vowel phonemes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Knowledge |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #40 week tested: 30. |
Classroom
|
|
Vowels: Long/Short
The learner will be able to
use the correct spelling of both long and short vowel sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Knowledge, Application |
Master |
1.6 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Spelling Item #4, 7, 10-12, 14, 17 week tested: 30..; TN: Curriculum Standards, 2001, Grade 2, 2.3.03.c |
Classroom
|
|
Vowels: R Influence
The learner will be able to
correctly spell words where the vowel sound is influenced by the letter "r".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Knowledge, Application |
Master |
1.6 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Spelling Item #19 week tested: 30. |
Classroom
|
|
Double Letters
The learner will be able to
correctly spell words that have double letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Double Letter |
Knowledge, Application |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Spelling Item #15-16 week tested: 30. |
Classroom
|
|
Suffix/Prefix
The learner will be able to
correctly spell words which have a suffix or prefix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Knowledge, Application |
Master |
1.6 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Spelling Item #9 week tested: 30. |
Classroom
|
|
Schwa Sound
The learner will be able to
correctly spell words which have a schwa sound.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Schwa |
Knowledge, Application |
Master |
1.6 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Spelling Item #3, 5 week tested: 30. |
Classroom
|
|
Structural Units: Identify
The learner will be able to
identify the correct spelling of structural units.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Complete Sentence |
Knowledge |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #42 week tested: 30. |
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, Grade 2, 2.3.03 |
Classroom
|
|
Strategies: Monitor/Letter Sounds
The learner will be able to
apply knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.2.04.c |
Classroom
|
|
Consonant: Blends
The learner will be able to
spell consonant blends.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.3.03.c |
Classroom
|
|
Regular/Irregular Word: Plural Nouns
The learner will be able to
spell regular and irregular plural nouns correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Irregular Word |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.3.03.d |
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, Grade 2, 2.1.04 |
Classroom
|
|
Spell: High Frequency/Grade Appropriate
The learner will be able to
regularly spell high frequency words correctly and use correct spelling for words that are appropriate to his/her grade level.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
Comprehension |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.3.03.a, 2.3.03.b |
Classroom
|
|
Strategies: Dictionary
The learner will be able to
use a dictionary to check his/her spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.3.03.e |
Classroom
|
|
Strategies: Transitional/Temporary
The learner will be able to
apply transitional or temporary spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.2.03.c |
Classroom
|
|
|
Study and Research Skills
|
|
|
Dictionary: Guide Words
The learner will be able to
identify a set of dictionary guide words for a given word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dictionary |
Knowledge |
Master |
0.4 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Homework
The learner will be able to
complete given assignments at home and turn to school with them.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Study Skills |
Comprehension |
Master |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Index: Locate Information
The learner will be able to
locate page numbers for specific topics when given an index.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Index |
Application |
Introduce |
0.4 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Table of Contents: Topics/Pages
The learner will be able to
read and identify topics and page numbers from a given table of contents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Table of Contents |
Comprehension |
Introduce |
0.4 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Classifying: Objects and Pictures
The learner will be able to
classify pictures and objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Classification |
Application |
Master |
0.4 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Title Page: Interpret Information
The learner will be able to
interpret information on a title page.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Title Page |
Comprehension |
Introduce |
0.4 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Testing: Oral Directions
The learner will be able to
follow test directions read aloud by the teacher.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Introduce |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Testing: Written Directions
The learner will be able to
understand written test directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Introduce |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Testing: Formats
The learner will be able to
be familiar with various testing formats, such as multiple choice, essay, fill in the blank, and matching.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Testing |
Comprehension |
Introduce |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Library: Visit/Materials/Borrow
The learner will be able to
visit various libraries and frequently borrow materials from libraries.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference: Library/Community |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.10.e, 2.1.14.a.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #38 |
Classroom
|
|
Research: Alphabetizing/Find Material
The learner will be able to
develop the following research skills: alphabetize to the second and third letter of a word, find materials in a library, and describe parts of a book.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alphabetizing |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.3.03.f |
Classroom
|
|
Book Parts: Identify/Recognize/Use
The learner will be able to
identify, recognize, and use the parts of a book including the author, illustrator, title page, table of contents, chapters, and glossary of a book.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Book Parts |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.03.c, 2.1.14.d.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #11 |
Classroom
|
|
Community: Information/School/Outside
The learner will be able to
identify resources available outside the classroom such as family and community.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference: Library/Community |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.10.a; TN: Reading Accomplishments, 2000, Grade 2, Bullet #37 |
Classroom
|
|
Dictionary: Entry/Spelling
The learner will be able to
identify the spelling of a word from a dictionary entry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dictionary |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.3.03.e |
Classroom
|
|
Friendly: Write/Short Letter
The learner will be able to
write a short, friendly letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| General Letter Writing: Friendly |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.2.11.a |
Classroom
|
|
Invitation: Write
The learner will be able to
write an invitation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Correspondence: Invitation |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.2.11.a |
Classroom
|
|
Print: Gather
The learner will be able to
utilize a variety of print sources to gather information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference Form: Print/Nonprint |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.2.01.e |
Classroom
|
|
Print/Book: Identify/Sources
The learner will be able to
identify print sources and book sources of information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference Form: Print/Nonprint |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.10.b.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #35, #36 |
Classroom
|
|
Research Skills: Purpose of Materials
The learner will be able to
understand the purpose of using different reference materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Skills |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.10.c |
Classroom
|
|
Directions: Follow/Compose/Restate
The learner will be able to
follow, compose, and restate two and three step directions with the use of text, pictures, diagrams, and personal experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
|
Master |
|
TN: Reading Accomplishments, 2000, Grade 2, Bullet #23 |
Classroom
|
|
Chart/Diagram/Graph: Interpret
The learner will be able to
interpret information found on charts, on a diagram, and from graphical forms of data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Chart |
Analysis |
Master |
1.5 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #18 |
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, Grade 2, Bullet #35 |
Classroom
|
|
Word Relationships: Understand
The learner will be able to
understand word relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Relationships |
|
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #35 week tested: 30. |
Classroom
|
|
Unfamiliar Words: Contextual Analysis
The learner will be able to
decode unfamiliar words based on patterns of the English language and contextual clues, and give substitute words for synonyms, antonyms, and homonyms (in the context of a sentence).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies: Analyze |
|
Master |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Base Word: Root/Identify
The learner will be able to
identify root words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Base/Root Word |
Knowledge |
Master |
1.6 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #34, Word Item #17-18 week tested: 30. |
Classroom
|
|
Prefix: Identify/Meaning
The learner will be able to
identify the prefix in a given word and define the meaning of a word containing a prefix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prefix |
Application |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #34 week tested: 30. |
Classroom
|
|
Suffix: Identify/Meaning
The learner will be able to
identify the suffix in a given word and define the meaning of a word containing a suffix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Application |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #34, Word Item #19-20 week tested: 30. |
Classroom
|
|
Synonym/Antonym: Define
The learner will be able to
define synonyms and determine the antonym (opposite) of a vocabulary word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Synonym |
Application |
Master |
4.3 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Vocabulary Item #5-9 week tested: 30. |
Classroom
|
|
Homonyms
The learner will be able to
correctly spell words that are homonyms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Homonym |
Knowledge, Application |
Master |
4.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Spelling Item #6 week tested: 30. |
Classroom
|
|
Sentence Completion
The learner will be able to
identify the vocabulary word that best completes a given sentence as read aloud by the teacher.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Complete Sentence |
Comprehension |
Master |
2.0 |
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Context: Word Meaning
The learner will be able to
infer word meaning from context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Analysis |
Master |
1.6 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Vocabulary Item #10-15 week tested: 30. |
Classroom
|
|
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 |
1.6 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #37 week tested: 30. |
Classroom
|
|
Negative Words
The learner will be able to
use and understand negative words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Negative Word |
Comprehension |
Master |
0.8 |
Meigs County Core Curriculum, 1999, 2nd Grade |
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 |
Master |
1.0 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 30. |
Classroom
|
|
Vocabulary: Multiple Meaning/Recognize
The learner will be able to
recognize multiple meaning words and apply context clues to identify the definition of a multiple meaning word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiple Meaning |
Knowledge |
Master |
1.6 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #36, Vocabulary Item #16-20 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.1.07.h |
Classroom
|
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #2 week tested: 30..; Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #35, Vocabulary Item #1-2 week tested: 30. |
Classroom
|
|
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 |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Vocabulary Item #3-4 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 |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Item #019, 024, 038-039, 049 week tested: 30. |
Classroom
|
|
Expand: Vocabulary
The learner will be able to
develop, increase, and expand his/her vocabulary by listening to orally read literature, reading a variety of meaningful texts, reading out loud, reading silently, and engaging in discussions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Expand/Build |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.01.a, 2.1.07, 2.1.07.a, 2.1.12.e, 2.1.07.i |
Classroom
|
|
Vocabulary: Development
The learner will be able to
demonstrate vocabulary development.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.07 |
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 2, 2.1.07.g |
Classroom
|
|
Content Area: Increase/Content Specific
The learner will be able to
increase content specific vocabulary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Content Area |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.11.a |
Classroom
|
|
Strategies: Structural/Analysis/Use
The learner will be able to
use structural analysis to decode words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.05.a |
Classroom
|
|
Syllabication: Word/Read
The learner will be able to
apply syllabication to aid in reading unfamiliar words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Syllabication |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.05.d |
Classroom
|
|
Unfamiliar Word: Meaning/Determine
The learner will be able to
determine the meaning of unfamiliar words by using known words to decode unfamiliar words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.07.f, 2.1.05.c |
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 2, 2.1.04.c |
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 |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #6 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.1.07.e |
Classroom
|
|
Word: Analysis Skills
The learner will be able to
demonstrate developmentally appropriate word analysis skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
|
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 12, Item #005-006, 029-031, 043-045, 053-055 week tested: 30. |
Classroom
|
|
Final Sound: Identify
The learner will be able to
identify the final sound of a word, which is both written and orally read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Final Sound |
Knowledge |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, 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 |
0.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #30 week tested: 30. |
Classroom
|
|
Vowels: Digraphs/Diphthongs
The learner will be able to
recognize the correct sound of digraphs and diphthongs given in context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
4.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Word Item #10, 12 week tested: 30. |
Classroom
|
|
Vowels: R-Controlled
The learner will be able to
recognize r-controlled vowel sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Knowledge |
Master |
4.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Word Item #9 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 |
1.6 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #32, Word Item #5-8, 11 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 |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, 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 |
|
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #6 week tested: 30. |
Classroom
|
|
Compound Word: Components/Identify
The learner will be able to
identify both words in a compound word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compound Word |
Knowledge |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #33, Word Item #15-16 week tested: 30. |
Classroom
|
|
Compound Word: Identify
The learner will be able to
identify compound words in written form.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compound Word |
Knowledge |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #33, Word Item #15-16 week tested: 30. |
Classroom
|
|
Consonant: Blend/Identify
The learner will be able to
identify consonant blends.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant |
Knowledge |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #30, Word Item #2-4 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 |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #30, Word Item #1 week tested: 30. |
Classroom
|
|
Contraction: Meaning
The learner will be able to
recognize the meaning of contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Contraction |
Knowledge |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #33, Word Item #13-14 week tested: 30. |
Classroom
|
|
Word: Target/Sound/Add/Remove/Modify
The learner will be able to
add, remove, or modify target sounds to change words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 2, 2.1.04.b |
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 2, 2.1.05.a |
Classroom
|
|
Decoding: Strategies/Develop
The learner will be able to
develop decoding strategies and decode one-syllable words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Phonetic Clues: Decoding |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.05; TN: Reading Accomplishments, 2000, Grade 2, Bullet #12 |
Classroom
|
|
Rhyming: Produce
The learner will be able to
produce rhyming words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rhyming |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.04.c |
Classroom
|
|
Word: Identify/High/Frequency
The learner will be able to
identify high frequency words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Knowledge |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 2, 2.1.06.d |
Classroom
|
|
Decoding: Nonsense Words
The learner will be able to
decode nonsense words that are similar in difficulty and structure to real words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Phonetic Clues: Decoding |
Application |
Master |
1.0 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #16 |
Classroom
|
|
Decoding: Phonetic/Structural
The learner will be able to
use phonetic strategies and/or structural elements to decode words of one or more syllables in context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Phonetic Clues |
Application |
Master |
2.0 |
TN: Reading Accomplishments, 2000, Grade 2, Bullet #13 |
Classroom
|
|
Descriptive: Describe/Support
The learner will be able to
write a descriptive passage that uses concrete sensory details to describe and support impressions of people, places, things, or experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
Application |
Introduce |
0.8 |
TN: Writing Assessment, January 1995, Grade 4, p.9 week tested: 30 |
Classroom
|
|
Composition: Mechanics
The learner will be able to
use correct mechanics when creating a composition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Essay/Composition |
Application |
Introduce |
2.0 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 30. |
Classroom
|
|
Descriptive: Adjectives/Senses
The learner will be able to
write using adjectives which appeal to the senses.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
Application |
Introduce |
0.8 |
TN: Writing Assessment, January 1995, Grade 4, p.9 week tested: 30. |
Classroom
|
|
Descriptive: Adjectives/Specific
The learner will be able to
when retelling an event, use specific adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
Application |
Introduce |
0.8 |
TN: Writing Assessment, January 1995, Grade 4, p.9 week tested: 30. |
Classroom
|
|
Organization: Clarity
The learner will be able to
use clear organization in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
Synthesis |
Introduce |
2.0 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 30. |
Classroom
|
|
Develop a Focus
The learner will be able to
develop and choose a focus for his/her writing which reflects his/her purpose for writing and sharpen the focus of a written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting |
Comprehension |
Master |
2.0 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 30.; TN: Curriculum Standards, 2001, Grade 2, 2.2.01.d |
Classroom
|
|
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 |
Master |
2.0 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 30. |
Classroom
|
|
Expressive: Prompts
The learner will be able to
write a response to an oral, written, and/or visula prompts or stimuli.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expressive |
Application |
Introduce |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Descriptive: Process
The learner will be able to
describe a process which involves a familiar activity (making a sandwich, making a bed, cleaning a room, giving directions to get to school or the bus stop, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Descriptive |
Synthesis |
Introduce |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Edit: Punctuation/Spelling
The learner will be able to
edit a final draft of writing for correct use of the following conventions: commas (cities/states, and months/years), apostrophes (in contractions and possessives), periods (as end marks and in abbreviations), and spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing: Language Conventions |
|
Master |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Writing Behaviors: Daily Writing
The learner will be able to
write daily for self growth and per teacher instructions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Behaviors |
Application |
Introduce |
|
Meigs County Core Curriculum, 1999, 2nd Grade |
Classroom
|
|
Conclusion: Use
The learner will be able to
use a conclusion in a written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Introduction/Conclusion |
Application |
Introduce |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #8 week tested: 30. |
Classroom
|
|
Prewriting: Strategies/Variety
The learner will be able to
apply a variety of prewriting strategies to plan what to write including information sources and outlines.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting: Strategies |
Application |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #8 week tested: 30.; TN: Reading Accomplishments, 2000, Grade 2, Bullet #5; TN: Curriculum Standards, 2001, Grade 2, 2.2.01.a |
Classroom
|
|
Revise: First Draft
The learner will be able to
revise a first draft based on suggestions and comments from the teacher and use peer feedback to edit written work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Revising |
Application |
Master |
2.4 |
TN: Curriculum Standards, 2001, Grade 2, 2.2.03.h |
Classroom
|
|
Technological Tools: Equipment/Publish
The learner will be able to
use various technologies and writing equipment, such as a computer or typewriter, with teacher assistance to publish written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Technologies |
Comprehension |
Introduce |
2.4 |
TN: Curriculum Standards, 2001, Grade 2, 2.2.06.c |
Classroom
|
|
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 |
1.6 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #8 week tested: 30. |
Classroom
|
|
|
