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Meigs County |
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Meigs County Curriculum |
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3rd 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 13, Objective Statement #4 week tested: 36 |
Classroom
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Instructional Resources |
| |
| · |
Writing, Writing own folktale. [Teaching Strategies]. Drawing a picture to express the author's style |
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Writing, Sequencing, Main Idea, Staying on Topic [Teaching Strategies]. |
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Author Intention: Evaluate/Discuss
The learner will be able to
evaluate the author's purpose in a given work and discuss an author's intention in a text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Intentions |
Evaluation |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #4 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.1.09.b.7 |
Classroom
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Instructional Resources |
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| · |
Books, Folktales, Why Stories, Fairytales [Books]. Factual Articles, Realistic Fiction, A/R Books, Videos |
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Assessment Resources |
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| · |
Workbooks, Worksheets [Work Books]. A/R Tests |
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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 |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #4 week tested: 36 |
Classroom
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Instructional Resources |
| |
| · |
Books, Folktales, Why Stories, Fairytales, [Books]. Factual articles, realistic fiction, A/R Books, Videos |
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Assessment Resources |
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| · |
Workbooks, worksheets on point of view - 1st, 2nd, 3rd person [Work Books]. A/R Tests |
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Genre: Independent Reading/Explore
The learner will be able to
explore a variety of literature through independent reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.12 |
Classroom
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Genre: Literary/Media/Explore/Identify
The learner will be able to
explore a variety of literary and media genres and identify the genre of a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.13 |
Classroom
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Narrative: Appreciation
The learner will be able to
read and appreciate narrative texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.14.c |
Classroom
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Author/Genre: Reading Selections
The learner will be able to
select reading material written by his/her favorite authors and choose texts from one's favorite genre.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.14.e |
Classroom
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Children's Literature: Chapter Books
The learner will be able to
read chapter books independently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Children's Literature |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.14.c |
Classroom
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Play/Poem/Story: Identify
The learner will be able to
identify a play, a poem, and a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.13 |
Classroom
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Drama: Play/Summarize
The learner will be able to
summarize a play.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drama |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.20 |
Classroom
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Expository: Use/Features
The learner will be able to
use common expository text features to understand reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.03.c |
Classroom
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Expository/Informational: Purpose
The learner will be able to
read expository and informational texts for a variety of purposes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expository |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.14.c, 3.1.12.b |
Classroom
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Fable/Folk Tale: Elements/Identify
The learner will be able to
identify the defining elements of a fable and a folk tale.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fable |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.18 |
Classroom
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Fairy Tale/Myth: Elements/Identify
The learner will be able to
identify the key elements of the fairy tale and myth genre.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fairy Tale |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.18 |
Classroom
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Genre: Recognize
The learner will be able to
recognize a variety of literary genres.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.03.d, 3.1.13.g |
Classroom
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Poetry: Meaning/Summarize
The learner will be able to
summarize the meaning of given poems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Poetry: Story Elements |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.20 |
Classroom
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Reading Behaviors: Apply
The learner will be able to
apply meaning while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Item #015, 019, 034-039 week tested: 36 |
Classroom
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Instructional Resources |
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| · |
Books, A/R Books, Videos, Textbooks [Books]. |
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Assessment Resources |
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Workbooks, Comprehension worksheets, Artwork [Work Books]. Act out plays, make puppets |
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Prior Knowledge: Understand Text/Predict
The learner will be able to
use prior knowledge to understand texts and to confirm, revise, or reject predictions of outcomes and content.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prior Knowledge |
Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #5 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.15, 3.1.09.a.2 |
Classroom
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Instructional Resources |
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| · |
GlowBird 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. |
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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. |
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Books, Theme Units, Textbooks [Books]. |
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Assessment Resources |
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Workbooks, Ask "set" question [Work Books]. |
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Cause/Effect: Understand/Identify
The learner will be able to
understand and identify the relationship between cause and effect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Application, Analysis |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #3, Item #008, 058 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.15, 3.1.09.b.3 |
Classroom
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Instructional Resources |
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| · |
GlowBird 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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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. |
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Books, Textbook, Modeling, Character Counts Program [Books]. |
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Assessment Resources |
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| · |
Workbooks, Sheet with situations to id cause & result [Work Books]. Acting scenarios, puppet shows |
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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 |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #3, Item #026, 028 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.22, 3.1.09.b.1 |
Classroom
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Instructional Resources |
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| · |
Books, Textbooks, A/R Books [Books]. Correlates to Science and Social Studies work |
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Assessment Resources |
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Workbooks, Worksheets, Writing end to story [Work Books]. Situational application, Experiments |
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Predict Outcome: Information
The learner will be able to
make predictions from information in written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #4, Item #010 week tested: 36 |
Classroom
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Instructional Resources |
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| · |
Books, Textbooks [Books]. Correlated to Science and Social Studies, Storytime books, Videos |
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Assessment Resources |
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Workbooks, Worksheets [Work Books]. Oral response, draw a picture of expectations, act out ending |
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Fact/Opinion
The learner will be able to
distinguish between fact and opinion (including fact and opinion in the context of a passage).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fact/Opinion |
Comprehension, Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #4 week tested: 36 |
Classroom
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Instructional Resources |
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| · |
Books, Textbook, Newspapers, Magazines, TV [Books]. Advertisements |
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Assessment Resources |
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| · |
Workbooks, Worksheets, Posters, Design Own Ad [Work Books]. TV Commercials |
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Summary: Strategies
The learner will be able to
summarize material while he/she reads and generate a summary or paraphrase of a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #5 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.20 |
Classroom
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Instructional Resources |
| |
| · |
Books, Textbooks, Read Aloud Books [Books]. A/R Books, Videos |
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Writing, Outlining, Story Map [Teaching Strategies]. Story Web, Write a summary |
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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 |
1.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #3 week tested: 36 |
Classroom
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Instructional Resources |
| |
| · |
Books, Fairy Tale, Why Stories [Books]. |
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Assessment Resources |
| |
| · |
Art, Good vs. Evil - Art [Miscellaneous]. Moral of Story |
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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 13, Objective Statement #3 week tested: 36 |
Classroom
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Assessment Resources |
| |
| · |
Miscellaneous, Analogies, Opposites [Miscellaneous]. |
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Workbooks, Worksheets, Oral Response [Work Books]. |
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Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Knowledge |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #2 week tested: 36 |
Classroom
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Instructional Resources |
| |
| · |
Writing, Writing a paragraph [Teaching Strategies]. A/R Tests |
| · |
Books, Textbooks, A/R Books [Books]. Main Idea & Detail Sentences |
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Compare/Contrast: Reading Materials
The learner will be able to
compare and contrast reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Application, Evaluation |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 13, Item #004, Objective Statement #5, week tested: 36 |
Classroom
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Instructional Resources |
| |
| · |
Books, Read Aloud Books, Videos [Books]. Venn Diagrams, correlate to Science |
| · |
Writing, Student made Venn Diagrams [Teaching Strategies]. Character Evaluation |
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Strategies: Monitoring
The learner will be able to
develop strategies for monitoring his/her reading process.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Monitor |
Synthesis |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 13, Item #002 week tested: 36 |
Classroom
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Instructional Resources |
| |
| · |
Books, A/R Books [Books]. |
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Assessment Resources |
| |
| · |
Tests, A/R Testing [Tests]. Record Keeping |
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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, Application |
Master |
4.0 |
Terra Nova, Complete Battery, 1997, Level 13, Item #005, 011-012, 049, 057, 061-062 week tested: 36 |
Classroom
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Instructional Resources |
| |
| · |
Writing, Writing sentences using vocabulary words [Teaching Strategies]. Close paragraphs, Picture Dictionary |
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Assessment Resources |
| |
| · |
Miscellaneous, All subjects, flash cards [Miscellaneous]. |
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Strategies: Graphic/Use
The learner will be able to
use common graphical features including graphic organizers to increase understanding of reading materials, to visually represent ideas and relationships of ideas, and to organize ideas from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Graphic Features |
Application, Analysis |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #5, Item #003, 041 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.2.01.c, 3.1.tpi.24 |
Classroom
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Assessment Resources |
| |
| · |
Miscellaneous, Pictures, Charts, Diagrams, Story Maps [Miscellaneous]. |
| · |
Art, Read and Create [Miscellaneous]. Pictures, charts, diagrams, story maps |
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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 13, Objective Statement #4, Item #015, 019, 034-039 week tested: 36 |
Classroom
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Instructional Resources |
| |
| · |
Books, The Frog Prince & The Fog Prince [Books]. The Three Little Pigs & The Real Story as Told by Wolf |
| · |
Writing, Writing an alternate ending [Teaching Strategies]. Draw a picture of what would happen next |
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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 13, Objective Statement #4 week tested: 36 |
Classroom
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Instructional Resources |
| |
| · |
Books, Read Aloud Books, Textbooks [Books]. A/R Books |
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Assessment Resources |
| |
| · |
Tests, A/R Testing [Tests]. Evaluating Characters and Author's purpose |
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Plot: Climax
The learner will be able to
recognize plot climax in reading selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plot |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #3 week tested: 36 |
Classroom
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| |
Instructional Resources |
| |
| · |
Cooperative Groups, Build a story with Teams [Cooperative Groups]. |
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Assessment Resources |
| |
| · |
Maps, Story Maps, Sequencing Events [Miscellaneous]. Cartoon strips |
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Sentence Completion: Infer Word
The learner will be able to
infer words missing from sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Completion |
Evaluation |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #36 week tested: 30. |
Classroom
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| |
Instructional Resources |
| |
| · |
Writing, Close sentences [Teaching Strategies]. |
|
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Assessment Resources |
| |
| · |
Miscellaneous, Vocabulary List [Miscellaneous]. |
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Reality/Fantasy
The learner will be able to
distinguish between reality and fantasy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real/Non-Real |
Comprehension, Analysis |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #4 week tested: 36 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Writing, Create a fantasy about a real story [Teaching Strategies]. |
| · |
Books, Fantasy Stories, Non-Fiction Stories [Books]. |
|
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Sequence: Identify Order
The learner will be able to
sequence details and events from a literary selections and identify the order of events which occur within a reading selection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #2 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.1.09.b.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
GlowBird Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - Classroom Activities [Software]. These activities center around material covered in the GlowBird Collection Vol. 1 & 2 Teacher Manual and ancillary printed material. All Classroom Activities are designed to be used in tandem with the Computer Software. |
| · |
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. |
| · |
Books, Textbooks, Real Aloud Books [Books]. A/R Books, Recipes |
|
| |
Assessment Resources |
| |
| · |
Maps, Story Map, Outlining [Miscellaneous]. Story Puzzle |
|
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Generalization: Passage
The learner will be able to
make a generalization based on passage elements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Generalization |
Comprehension, Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Item #020 week tested: 36 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Text, Topic sentence, Main idea [Textbook]. |
| · |
Books, Passage from any story [Books]. |
|
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Questions: Aid Understanding/Focus
The learner will be able to
generate questions (including specific questions) to aid understanding and clarification and to focus thinking while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #5 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.1.09.a.1, 3.1.spi.20 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Books, Read Aloud Stories, A/R Stories [Books]. Correlates to Science and Social Studies |
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Interview characters: Why? How? [Miscellaneous]. |
|
|
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 |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #5 week tested: 36 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Writing, Journals, Poetry [Teaching Strategies]. |
| · |
Writing, Journal Writing, Rhyming Words [Teaching Strategies]. Shape poems |
|
|
Construct Meaning: Strategies
The learner will be able to
utilize the following context and content strategies for constructing meaning from reading materials: using prior knowledge to understand what is read, recognizing familiar words, interpreting punctuation, syntax, and sentence structure as clues to how sentences should be read, and sounding out words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Strategies |
Evaluation |
Introduce |
2.0 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
GlowBird 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. |
| · |
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. |
| · |
Books, Reading Aloud, Fluency, Inflection [Books]. |
|
|
Story: Elements/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Comprehension, Analysis |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #3, Item #009, 016-018, week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.6 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Books, Build a story, A/R Books [Books]. Read Aloud Books |
|
| |
Assessment Resources |
| |
| · |
Maps, Story Mapping, Point of View [Miscellaneous]. Drawing a picture of setting, Acting out puppets |
|
|
Story Elements: Interpreting
The learner will be able to
interpret literature by identifying, discussing, comparing, contrasting, and making connections about the story elements of one and/or two sources, in writing and in small group settings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Evaluation |
Master |
3.0 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Books, A/R Books, Journals [Books]. |
|
| |
Assessment Resources |
| |
| · |
Art, Venn Diagram, Story webs, Shape stories [Miscellaneous]. |
|
|
Story Elements: Mapping
The learner will be able to
apply reading skills by creating a story map for a short story. The story map should demonstrate the student's understanding of both key details and intangible concepts (themes, character's feelings, etc.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Synthesis |
Master |
2.0 |
Meigs County Grade 3, 5-99 |
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 |
Introduce |
2.0 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Books, Wicked Stepmothers, Big Bad Wolves [Books]. |
|
|
Figurative Language: Infer Meaning
The learner will be able to
infer meaning from figurative language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figurative Language |
Comprehension |
Reinforce |
2.0 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Books, Hank the Cowdog book [Books]. onomatopoeia |
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, idioms [Miscellaneous]. |
|
|
Onomatopoeia: Use
The learner will be able to
understand and use onomatopoeia.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Onomatopoeia |
Application |
Introduce |
2.0 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Books, ""Why Mosquitoes Buzz in People's Ears" [Books]. |
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Sound effects [Miscellaneous]. |
|
|
Topic Sentence: Select
The learner will be able to
show reading comprehension by selecting the most appropriate topic sentence for a given paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph |
Synthesis |
Master |
2.0 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Books, Passage from any source [Books]. Write a class paragraph |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets [Work Books]. |
|
|
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 3, 3.1.09 |
Classroom
|
|
Construct Meaning: Strategies
The learner will be able to
apply the use of metacognitive strategies to monitor comprehension independently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Strategies |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.09.a.3 |
Classroom
|
|
Personal: Literature/Authors/Genres
The learner will be able to
choose literature by different authors and from different genres that reflects personal needs and interests.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes: Personal |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.14.d |
Classroom
|
|
Personal: Reaction/Express
The learner will be able to
express his/her reactions to a text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Personal |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.17, 3.1.09.a.5 |
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 3, 3.1.09 |
Classroom
|
|
Prereading: Strategies/Apply
The learner will be able to
develop and apply a variety of prereading strategies including using graphics, viewing illustrations, activating prior knowledge before reading, and previewing materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pre-Reading |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.08, 3.1.08.d, 3.1.tpi.11 |
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 3, 3.1.08.b |
Classroom
|
|
Purposes: Identify/Establish
The learner will be able to
identify purposes for reading 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 3, 3.1.tpi.11, 3.1.08.a, 3.1.tpi.4 |
Classroom
|
|
Read Aloud: Text/Fluency/Confidence
The learner will be able to
read aloud texts (appropriate to his/her grade level) with fluency, expression, accuracy, and confidence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.06, 3.1.tpi.12 |
Classroom
|
|
Reading Aloud: Narrative/Expository
The learner will be able to
read grade level narrative and expository materials out loud with suitable pacing, intonation, and expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.06.b |
Classroom
|
|
Reading Behaviors: Independent
The learner will be able to
read self-selected and teacher-selected independently on a daily basis for uninterrupted (sustained) period of time to improve reading comprehension (Accelerated Reader).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.29, 3.1.06.f, 3.1.14.g |
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 3, 3.1.14.b |
Classroom
|
|
Reading Behaviors: Literary/Relate
The learner will be able to
relate literary experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.14.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 3, 3.1.14, 3.1.12.d, 3.1.14.h |
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: Curriculum Standards, 2001, Grade 3, 3.1.tpi.13 |
Classroom
|
|
Reading: Fluency/Confidence/Improve
The learner will be able to
apply reading strategies to read with improved fluency and increased confidence from various texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.06.a, 3.1.12.f |
Classroom
|
|
Relate: Events/Information/Experiences
The learner will be able to
relate events in text and information in reading materials to life experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpretation: Relate |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.22, 3.1.08.e |
Classroom
|
|
Response: Art/Group Discussions
The learner will be able to
interact and relate literary works to his/her own and others' experiences through response activities such as art and group discussions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Discussions |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.18 |
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 3, 3.1.tpi.23, 3.1.01.e |
Classroom
|
|
Response: Develop/Mental Image
The learner will be able to
develop mental images while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.09.a.4 |
Classroom
|
|
Response: Opinions/Share
The learner will be able to
interact intellectually with texts by sharing opinions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: General |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.09.a.5 |
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 3, 3.1.11 |
Classroom
|
|
Analyze: Nonfiction
The learner will be able to
analyze sequence of events in nonfictional reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence: Analyze |
Analysis |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.17 |
Classroom
|
|
Character: Compare/Plot/Problem
The learner will be able to
compare and contrast character reactions to various events in the plot and offer alternative solutions to characters' problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.09.b.4, 3.1.13.f |
Classroom
|
|
Character: Describe/Identify/Compare
The learner will be able to
describe characters in a text passage, identify characters within a story, differentiate between the main and supporting characters, and compare and contrast characters in reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.13.d, 3.1.13.e, 3.1.09.b.4 |
Classroom
|
|
Character/Setting/Event: Understand
The learner will be able to
understand similarities and differences among characters, setting, and/or events in various texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Character |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.26 |
Classroom
|
|
Compare/Contrast: Various Cultures
The learner will be able to
compare and contrast different renderings and various versions of the same stories, legends, lessons, or events representing different and various cultures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.27, 3.1.13.h |
Classroom
|
|
Decode: Strategies/Use/Word Families
The learner will be able to
use a variety of strategies to decode words including the common and complex use of word families and.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Decode |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.5, 3.1.05, 3.1.05.c, 3.1.05.d, 3.1.spi.4 |
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 3, 3.1.03.a |
Classroom
|
|
Emergent Reading: Print Concepts
The learner will be able to
demonstrate comprehension of print concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.03 |
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 3, 3.1.03.a |
Classroom
|
|
Emergent Reading: Tracking/Auditory
The learner will be able to
auditorily track syllables in words and words in sentences while being read to.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.3 |
Classroom
|
|
Emergent Reading: Word Sorts/Word Walls
The learner will be able to
use word sorts and word walls.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.7, 3.1.07.h |
Classroom
|
|
Emergent Reading: Words/Divide
The learner will be able to
divide words into singular sounds, including consonant blends.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.2 |
Classroom
|
|
Fluency: Pace/Meaning
The learner will be able to
read aloud using pace to reflect the meaning of the passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud: Fluency |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.12 |
Classroom
|
|
Letters: Sounds/Recognize
The learner will be able to
recognize the sounds that represent letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Letter |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.2 |
Classroom
|
|
Main Idea: Fiction/Nonfiction
The learner will be able to
identify the stated or inferred main idea within reading passages including fictional and nonfictional reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Main Idea |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.09.b.6, 3.1.spi.14 |
Classroom
|
|
Organization: Feature/Judge/Predict
The learner will be able to
judge text features to aid in understanding and to predict new information in reading selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
Evaluation |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.25, 3.1.08.c |
Classroom
|
|
Plot: Compare/Contrast
The learner will be able to
compare and contrast elements of plot.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plot |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.09.b.4 |
Classroom
|
|
Plot: Recognize/Problem/Solution
The learner will be able to
recognize and identify the plot, including both the problem and the solution within a reading section.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plot |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.13.f, 3.1.spi.28 |
Classroom
|
|
Point of View: 1st Person
The learner will be able to
read and understand first person point of view.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Point of View |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.13.j |
Classroom
|
|
Prereading: Text Format/Text Structures
The learner will be able to
use text format and/or text structures when prereading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pre-Reading |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.08.d |
Classroom
|
|
Purpose: Vocabulary/Build
The learner will be able to
read independently to build vocabulary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.07.i |
Classroom
|
|
Reading Aloud: Oral Readings/Guided
The learner will be able to
take part in guided oral readings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.06.c |
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 3, 3.1.tpi.14, 3.1.06.d |
Classroom
|
|
Response: Illustration/Describe
The learner will be able to
describe how illustrations enhance the text he/she has read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Composing |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.24 |
Classroom
|
|
Sequence: Information
The learner will be able to
sequence details and events from a literary selection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.09.b.2 |
Classroom
|
|
Setting: Describe/Identify
The learner will be able to
describe and identify the setting of a literary work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Setting |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.13.c |
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 |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.12.a, 3.1.13.a |
Classroom
|
|
Strategies: Features/Identify/Use
The learner will be able to
identify text features and use text features to support comprehension and find information in text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Knowledge, Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.03.c, 3.1.spi.26, 3.1.11.b, 3.1.spi.25 |
Classroom
|
|
Strategies: Self-Correct
The learner will be able to
recognize and use self-correct to monitor his/her reading and correct reading mistakes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.11.d |
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 3, 3.1.12.c |
Classroom
|
|
Word: High Frequency/Sight Words
The learner will be able to
read high frequency words and irregular sight words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.6 |
Classroom
|
|
Analogy: Understand
The learner will be able to
understand and complete analogies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analogy |
Analysis |
Master |
2.0 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Spelling Text [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
Word Relationships: Understand
The learner will be able to
understand word relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Relationships |
Evaluation |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #35 week tested: 30. |
Classroom
|
|
Word Choice: Creative Writing
The learner will be able to
select interesting and accurate words when writing in various modes (stories, poetry, etc.), and practice incorporating new vocabulary words by creating simple analogies, haikus, diamantes, and rhyming couplets with consistent and cohesive themes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Writing |
Application |
Master |
1.5 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 36. |
Classroom
|
| |
Instructional Resources |
| |
| · |
GlowBird 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. |
| · |
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. |
|
|
Prefix: Identify
The learner will be able to
identify the prefix in a given word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prefix |
Knowledge |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #34, Word Item #15-16 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
Suffix: Identify
The learner will be able to
identify the suffix in a given word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Knowledge |
Master |
0.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #34, Word Item #19-20 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
Synonym: Define/Evaluate/Use
The learner will be able to
define synonyms, evaluate synonyms, and use synonyms appropriately.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Synonym |
Knowledge, Application, Evaluation |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Vocabulary Item #4-5 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.11 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
Antonym: Define/Assess/Use
The learner will be able to
define antonyms, assess antonyms, and use antonyms appropriately.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Antonym |
Knowledge, Application, Evaluation |
Master |
1.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Vocabulary Item #1-3 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.11 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
Base Word: Root/Identify/Use
The learner will be able to
identify root words and use root words correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Base/Root Word |
Knowledge, Application |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #34, Word Item #17-18 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.8 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
Context: Word Meaning
The learner will be able to
infer and/or verify word meaning from context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Analysis |
Master |
4.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Vocabulary Item #13-20 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.05.d |
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 13, Objective Statement #37 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Reading [Software]. |
|
|
Vocabulary: Multiple Meaning/Recognize
The learner will be able to
recognize multiple meaning words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiple Meaning |
Knowledge |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #36, Vocabulary Item #9-12 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, assess, and understand grade specific vocabulary words and apply knowledge of grade level, age-appropriate, and developmentally appropriate vocabulary when reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
4.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #2 week tested: 36.; Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #35 week tested: 30..; TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.23, 3.1.spi.11 |
Classroom
|
| |
Instructional Resources |
| |
| · |
GlowBird 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. |
| · |
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: Variety
The learner will be able to
apply a variety of vocabulary strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Item #021, 042, 044, 060 week tested: 36 |
Classroom
|
|
Word Choice: Appropriate
The learner will be able to
select words appropriately and identify the vocabulary word that best completes a given sentence as read aloud by the teacher.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice: Appropriate |
Comprehension |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Vocabulary Item #6-8 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
GlowBird 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. |
| · |
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. |
|
|
Content Area: Knowledge/Increase
The learner will be able to
demonstrate knowledge of, maintain, and increase content area vocabulary.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Content Area |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.21, 3.1.11.a |
Classroom
|
|
Expand: Vocabulary
The learner will be able to
expand and increase his/her vocabulary by reading a variety of meaningful texts, by reading literature and other texts out loud, and by engaging in discussions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Expand/Build |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.01.a, 3.1.07, 3.1.07.i, 3.1.12.e, 3.1.tpi.8, 3.1.07.b, 3.1.tpi.8, 3.1.07.a |
Classroom
|
|
Vocabulary: Development/Oral Reading
The learner will be able to
demonstrate vocabulary development and develop vocabulary by listening to orally read literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Listening |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.8, 3.1.07.a, 3.1.07 |
Classroom
|
|
Multiple Meaning: Dictionary/Thesaurus
The learner will be able to
determine appropriate meaning/usage of multiple meaning words and/or check meaning/usage by using a dictionary or thesaurus.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiple Meaning |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.19 |
Classroom
|
|
Meaning: Apply Knowledge/Interpret
The learner will be able to
apply his/her knowledge of antonyms, synonyms, base words, prefixes, and/or suffixes to interpret or infer the meaning of unfamiliar or unknown words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Antonym |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.07.f, 3.1.spi.9, 3.1.07.c |
Classroom
|
|
Appropriate: Write
The learner will be able to
use appropriate word choices in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice: Appropriate |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.spi.3 |
Classroom
|
|
Compound Word: Identify/Apply Knowledge
The learner will be able to
identify a compound word and use knowledge of compound words to construct meaning from reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compound Word |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.10, 3.1.07.d |
Classroom
|
|
Context: Unfamiliar/Multiple Meaning
The learner will be able to
use context clues to decide the meaning of unfamiliar words and to identify the definition of a multiple meaning word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.07.e, 3.1.07.g |
Classroom
|
|
High Frequency Words: Fluency/Read
The learner will be able to
read high frequency words with fluency.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| High Frequency/Common |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.06.e |
Classroom
|
|
Reference Sources: Unfamiliar Words
The learner will be able to
apply the use of resources, including a dictionary, to determine the meaning of unfamiliar or unknown words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies: Reference Sources |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.07.e |
Classroom
|
|
Strategies: Structural/Analysis/Use
The learner will be able to
use structural analysis to decode words and to define unfamiliar words found in the ocurse of reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.3, 3.1.05.a |
Classroom
|
|
Word Rhymes
The learner will be able to
identify rhyming words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sound |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.1, 3.1.04.c |
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 |
0.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, 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 13, 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 |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Word Item #6, 11 week tested: 30., Meigs County Grade 3, 5-99 |
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 |
2.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #32, Word Item #5, 7-10 week tested: 30., Meigs County Grade 3, 5-99 |
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 13, Objective Statement #32 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 |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #33, Word Item #12-14 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [Software]. |
|
|
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 |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #33, Word Item #12-14 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Vocabulary [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 13, Objective Statement #30, Word Item #1-2 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 |
0.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #30, Word Item #3-4 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 |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #33 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
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 3, 3.1.04.b |
Classroom
|
|
Decoding: Strategies/Develop
The learner will be able to
develop decoding strategies, decode multisyllable words, and use all letter-sound correspondences within a word to decode a word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Phonetic Clues: Decoding |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.05, 3.1.spi.3, 3.1.05.a, 3.1.05.b |
Classroom
|
|
Rhyming: Produce
The learner will be able to
produce rhyming words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rhyming |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.04.c |
Classroom
|
|
Word: Context Clues
The learner will be able to
use context clues to construct contextual word meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.12 |
Classroom
|
|
Noun: Forms/Edit/Use/Correctly
The learner will be able to
edit writing for noun forms and use nouns correctly when writing and when speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Comprehension, Evaluation |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #9 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.4, 3.3.01.a |
Classroom
|
| |
Instructional Resources |
| |
| · |
Writing, Paragraph Writing [Teaching Strategies]. Proofread one another's work, Proofreading sheets, Close sentences |
| · |
Textbook, Spelling, English, Reading [Textbook]. |
|
|
Pronoun: Case/Edit/Use/Correctly
The learner will be able to
edit written works for correct use of pronouns and use pronouns correctly in writing and when speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension, Evaluation |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #9 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.3.01.c, 3.3.spi.4 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, English/Spelling Textbooks [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets [Work Books]. Proofing for noun overuse when pronoun would do |
|
|
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 |
3.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #7, Item #048, 069 week tested: 36 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Jump Start 3rd Grade Mystery Mountain, Knowledge Adventure, Observatory (practice) [Software]. Unscramble sentences and choose the correct word form to read a clue to the star chart. |
| · |
Textbook, Textbook, Read idiomatic sentences [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets, close sentences [Work Books]. |
|
|
Incomplete/Complete: Identify
The learner will be able to
identify incomplete and complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge, Application |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 13, Item #006, 032, 046, 054, 067 week tested: 36 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Textbook, Model at board [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets, oral response [Work Books]. |
|
|
Sentence Structure: Grammar/Effective
The learner will be able to
write grammatically correct, effective sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Synthesis |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #7 week tested: 36 |
Classroom
|
| |
Instructional Resources |
| |
| · |
GlowBird Collection, Little Planet Publishing, (Grades 2-3), Vol. 1 & Vol. 2 - Classroom Activities [Software]. These activities center around material covered in the GlowBird Collection Vol. 1 & 2 Teacher Manual and ancillary printed material. All Classroom Activities are designed to be used in tandem with the Computer Software. |
| · |
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. |
| · |
Writing, Journals, Model, Applicable to all subjects [Teaching Strategies]. |
| · |
Writing, Paragraph Writing [Teaching Strategies]. Story Writing, journal writing, put scrambled sentences in order |
|
|
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 |
Knowledge |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Item #006, 032, 046, 054, 067 week tested: 36 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Textbook [Textbook]. Modeling using student writing samples |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets, proofreading [Work Books]. |
|
|
Sentence Combining: Three Sentences
The learner will be able to
combine a series of three simple sentences into one correct sentence by adding a phrase or clause, compound predicates, compound subjects, or cumulative adjectives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Comprehension |
Master |
2.0 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Textbook, Model at Board [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets [Work Books]. |
|
|
Sentence Structure: Length/Variety
The learner will be able to
apply the use of correct 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 |
TN: Writing Assessment, January 1995, Grade 4, p.8, #6 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.3.04 |
Classroom
|
|
Sentence Combining: Concise/Clarity
The learner will be able to
combine two sentences concisely and with clarity of meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #7 week tested: 36 |
Classroom
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets, Oral Response, Writing Assignment [Work Books]. |
| · |
Miscellaneous, Model at board [Miscellaneous]. Find examples in magazines, newspapers, books. |
|
|
Conventions: Language Structure
The learner will be able to
demonstrate standard use of language structure through fluent reading, writing, and speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.3.tpi.1 |
Classroom
|
|
Expression: Literature/Use
The learner will be able to
explore how language is used in literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Expression |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.13.i |
Classroom
|
|
Adjective: Use/Writing/Speaking
The learner will be able to
correctly use adjectives in writing and when speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.01.d, 3.3.spi.4 |
Classroom
|
|
Adverb: Use/Form/Writing/Speaking
The learner will be able to
use adverb forms correctly in writing and when speaking to elaborate information and ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adverb |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.01.e, 3.3.spi.4 |
Classroom
|
|
Conventions: Standard English
The learner will be able to
demonstrate appropriate use of Standard English in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.01 |
Classroom
|
|
Conventions: Use/Possessives
The learner will be able to
use possessives correctly in writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Conventions |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.7, 3.3.03.d |
Classroom
|
|
Sentences: Identify/Use/Various Types
The learner will be able to
identify and use declarative, exclamatory, imperative, 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 3, 3.3.04.b |
Classroom
|
|
Fragment/Run-On: Edit
The learner will be able to
edit a series of sentences for fragments or run-ons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.04.e |
Classroom
|
|
Plural: Use/Nouns
The learner will be able to
correctly use plurals including plural nouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun: Plural |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.03.d, 3.3.spi.7 |
Classroom
|
|
Predicate: Identify/Compound/Write
The learner will be able to
identify the predicate and/or compound predicate of a sentence and write a sentence which contains a compound predicate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Predicate |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.9, 3.3.spi.2, 3.3.04.d |
Classroom
|
|
Sentence Combining: Compound/Use
The learner will be able to
use compound subjects and/or predicates when combining sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.04.g |
Classroom
|
|
Sentence Combining: Simple/Compound
The learner will be able to
combine simple sentences to create compound sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.8, 3.3.04.f |
Classroom
|
|
Sentence Structure: Begin/Use
The learner will be able to
begin to use standard word order.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.2 |
Classroom
|
|
Sentence Structure: Type/Differentiate
The learner will be able to
differentiate between a declarative, exclamatory, and an interrogative sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.6 |
Classroom
|
|
Subject: Identify/Simple/Compound/Write
The learner will be able to
identify the simple subject and/or compound subject of a sentence and write a sentence which contains a compound subject.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence: Subject |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.9, 3.3.04.d, 3.3.spi.2 |
Classroom
|
|
Usage: Errors/Identify
The learner will be able to
identify usage errors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Usage |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.tpi.5, 3.3.01.f |
Classroom
|
|
Verb: Use/Writing/Speaking/Tense
The learner will be able to
use verbs correctly in writing and when speaking and indicate the correct verb tense (including past, present, plural, and/or future forms) for a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.01.b, 3.3.spi.4 |
Classroom
|
|
Capitalization: Proper Nouns
The learner will be able to
capitalize proper nouns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Proper Nouns |
Knowledge |
Master |
1.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #39, Language Item #2-3, 7, 17 week tested: 30..; TN: Curriculum Standards, 2001, Grade 3, 3.3.02.b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Textbook, Model [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets [Work Books]. Poster of words and pictures, Treasure Hunt for proper nouns in room |
|
|
Capitalization: Title
The learner will be able to
capitalize a title.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Title |
Knowledge |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #39 week tested: 30..; TN: Curriculum Standards, 2001, Grade 3, 3.3.02.b |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Capitalization 6: Books, Magazines, and Other Prin [Software]. |
| · |
Textbook, Textbook, Library A/R books [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Give titles to write correctly [Miscellaneous]. |
|
|
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 |
Master |
0.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Language Item #1, 6, 18 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.1, 3.3.02.b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Jump Start 3rd Grade Mystery Mountain, Knowledge Adventure, Observatory (practice) [Software]. Unscramble sentences and choose the correct word form to read a clue to the star chart. |
| · |
GlowBird 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. |
| · |
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. |
| · |
CornerStone Level A, Skills Bank Corp., Capitalization 2: First Words in Sentences and Quo [Software]. |
| · |
Writing, Write sentences [Teaching Strategies]. Write sentences using Spelling words, Science/Social Studies vocabulary, Proofreading sheets, "Proof" one another's work |
| · |
Textbook, Spelling and English textbook [Textbook]. Spelling and English in particular, but applicable to all subjects |
|
|
Capitalization: Pronoun "I"
The learner will be able to
capitalize the pronoun "I".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
0.5 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #39 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Capitalization 1: Pronoun 'I,' Names, Initials, an [Software]. |
| · |
Writing, Check for in journal writing [Teaching Strategies]. |
| · |
Textbook, English textbook, any book, journal writing [Textbook]. |
|
|
Capitalization: Letter Parts
The learner will be able to
identify the correct capitalization of the parts of a letter (friendly and business).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Conventions |
Knowledge |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Language Item #13-14, 16 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.3.02.b |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Textbook, sample letters [Textbook]. Poster of parts of letter, Practice proofreading letters |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheet [Work Books]. Worksheet on letter parts, especially capitals, Write letters to get free products or information, Proof each other's letters |
|
|
Capitalization: Identify Correct
The learner will be able to
identify correct capitalization.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Knowledge |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #38 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Study Skills [Software]. |
| · |
Workbooks, Proofreading sheets for capitals [Work Books]. |
| · |
Miscellaneous, Boardwork [Miscellaneous]. Overhead work to proof, Boardwork to practice proofing |
|
|
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 |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Language Item #13-14, 16 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets [Work Books]. Write letters and check for correct punctuation |
| · |
Miscellaneous, Modeling [Miscellaneous]. Model either at board or with overhead a correctly punctuated letter |
|
|
Punctuation: Identify Correct/Use
The learner will be able to
identify and the correct punctuation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Knowledge |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #38 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.3.02.d |
Classroom
|
| |
Instructional Resources |
| |
| · |
Jump Start 3rd Grade Mystery Mountain, Knowledge Adventure, Observatory (practice) [Software]. Unscramble sentences and choose the correct word form to read a clue to the star chart. |
| · |
CornerStone Level A, Skills Bank Corp., Punctuation 10: Quotations at the Beginning of Sen [Software]. |
| · |
Textbook, Textbook [Textbook]. Build a sentence activities with partners |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets, Sentence Snakes [Work Books]. |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Application |
Master |
4.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #7 week tested: 36 |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Punctuation 10: Quotations at the Beginning of Sen [Software]. |
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Mini lessons [Miscellaneous]. Mini lessons to review punctuation rules - weekly. Refer to posters |
| · |
Workbooks, Worksheets, journal writing [Work Books]. Paragraph writing in Science, Social Studies, Spelling, Reading, Storywriting, Report Writing |
|
|
Endmark: Use/Identify
The learner will be able to
use endmarks correctly and identify endmarks for an orally read sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Endmark |
Comprehension, Application |
Master |
3.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Language Item #4-5, 8-9, 11-12, 19 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.3.tpi.2, 3.3.04.c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Jump Start 3rd Grade Mystery Mountain, Knowledge Adventure, Observatory (practice) [Software]. Unscramble sentences and choose the correct word form to read a clue to the star chart. |
| · |
GlowBird 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. |
| · |
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. |
| · |
CornerStone Level A, Skills Bank Corp., Punctuation 1: End Marks After Sentences [Software]. |
| · |
Writing, Write story [Teaching Strategies]. Write a 2 part story - using 4 kinds of sentences twice |
| · |
Textbook, Textbook, worksheets [Textbook]. |
|
|
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 |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #38 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Punctuation 8: Quotation Marks Around Titles [Software]. |
| · |
Textbook, Textbook, Posters, Overhead sheets [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheet [Work Books]. Write a story using quotations correctly |
|
|
Quotation Mark: Dialogue/Identify
The learner will be able to
identify the correct use of quotation marks in dialogue.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Quotation Mark |
Knowledge |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #38 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Writing, Write a story [Teaching Strategies]. Write a short, short story with two characters and correctly do quotation marks in dialogue |
| · |
Textbook, Textbook, Posters, Overhead sheets [Textbook]. |
|
|
Apostrophe: Use
The learner will be able to
correctly use apostrophes in sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Application |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Language Item #10, 15, 20 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, English and Spelling [Textbook]. Contraction Chart, possessives chart - singular, plural |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets and Word Pictures [Work Books]. |
|
|
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 |
Application |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #39 week tested: 30..; TN: Curriculum Standards, 2001, Grade 3, 3.3.02.e |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Punctuation 7: Apostrophes: Contractions and Poss [Software]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
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 |
Application |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #39 week tested: 30..; TN: Curriculum Standards, 2001, Grade 3, 3.3.02.e |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Punctuation 7: Apostrophes: Contractions and Poss [Software]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
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 |
Application |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #39 week tested: 30..; TN: Curriculum Standards, 2001, Grade 3, 3.3.02.e |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Punctuation 7: Apostrophes: Contractions and Poss [Software]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Language Mechanics [Software]. |
|
|
Abbreviate: Period
The learner will be able to
correctly use a period at the end of an abbreviation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Abbreviate/Initial |
Application |
Master |
1.0 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Punctuation 2: Periods After Initials and Abbrevia [Software]. |
| · |
Textbook, Textbook [Textbook]. Calendar for months and days of week, titles of people |
|
| |
Assessment Resources |
| |
| · |
Workbooks, worksheets [Work Books]. |
|
|
Comma: Use Correctly
The learner will be able to
use comma correctly including using a comma between a city and state, in dates, in an address, after the close of a letter, in locations, after the salutation of a friendly letter, and with items in a series.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.5, 3.3.02.c |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Punctuation 3: Commas to Separate Dates & City and [Software]. |
| · |
Textbook, English and Social Studies textbooks [Textbook]. Social Studies (as learn about states and capitals or major cities) |
|
| |
Assessment Resources |
| |
| · |
Workbooks, Worksheets [Work Books]. |
|
|
Abbreviate: Common/Identify/Use
The learner will be able to
identify and correctly use commonly used abbreviations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Abbreviate/Initial |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.10, 3.1.07.d |
Classroom
|
|
Contraction: Recognize/Create/Use
The learner will be able to
recognize, create, and correctly use contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Contraction |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.03.d, 3.1.spi.10, 3.3.spi.7 |
Classroom
|
|
Contraction: Use/Understand/Reading
The learner will be able to
use contractions to understand reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Contraction |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.07.d |
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 |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.02 |
Classroom
|
|
Capitalization: Use Correctly
The learner will be able to
use capitalization correctly including capitalizing abbreviations, an address, the days of the week, the first word of a direct quotation, holidays, the months of the year, names, his/her own first and last names, the titles of books, etc.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #7 week tested: 36.; TN: Curriculum Standards, 2001, Grade 3, 3.3.02.a, 3.3.spi.1, .3.3.02.b |
Classroom
|
|
Strategies
The learner will be able to
develop a study method for learning how to spell new words (such as keeping a log of words misspelled frequently).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
Synthesis |
Introduce |
1.5 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
GlowBird 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. |
| · |
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. |
| · |
Books, Spelling Journal [Books]. Review list for mini lesson R41b |
| · |
Writing, Journal [Teaching Strategies]. |
|
|
Irregular Words
The learner will be able to
correctly write words with irregular spelling.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Irregular Word |
Knowledge |
Reinforce |
1.5 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Spelling 23: Spelling Demons 1 [Software]. |
| · |
Books, Spelling and English Books, R41b [Books]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
| · |
Workbooks, Worksheets [Work Books]. |
|
|
Sight Words
The learner will be able to
analyze a series of words and identify which word is spelled incorrectly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sight Word |
Analysis |
Reinforce |
2.0 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Jump Start 3rd Grade Mystery Mountain, Knowledge Adventure, Music Hall (practice) [Software]. Unlock the door by unscrambling words and then unscramble the lines of a tune. |
| · |
Books, Spelling Tests - multiple choice style [Books]. R 41b, 42b, 39d, 42e, 42c, 40c |
| · |
Adopted Text, Proofreading in Spelling [Textbook]. Sentences or paragraphs with some words spelled correctly - others incorrectly |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
|
|
Spelling
The learner will be able to
choose a word that best completes a sentence and is spelled correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Complete Sentence |
Comprehension |
Reinforce |
2.0 |
Meigs County Grade 3, 5-99 |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Spelling 1: Short Vowel Sounds [Software]. |
| · |
Textbook, Activities [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
| · |
Miscellaneous, Tic Tac Toe Spelling [Miscellaneous]. Teacher gives definitions - child must spell word correctly on TIC TAC TOE Board |
| · |
Miscellaneous, Worksheets [Miscellaneous]. |
| · |
Miscellaneous, Close sentences [Miscellaneous]. |
|
|
Consonants: Variant Spelling
The learner will be able to
correctly spell words which contain a phonetic segment which has multiple representations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant |
Comprehension |
Master |
1.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Spelling Item #7, 11-12 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Phonics worksheets, mini review lessons R42b [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Tests, Spelling tests and worksheets [Tests]. |
|
|
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 |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #40 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Spelling Text, Phonics Sheets, Flash Cards [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
| · |
Tests, Spelling Test - Multiple Choice [Tests]. Proofreading sentences with consonant phonemes |
|
|
Consonant: Silent
The learner will be able to
spell words with silent consonants correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant |
Application |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Spelling Item #5, 16, 20 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Spelling Textbook [Textbook]. Use look, say, spell practice approach - Draw shapes around words for lower students - flashcards R41a, R41b |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
| · |
Tests, Multiple Choice Test [Tests]. Dictation sentences and/or words |
|
|
Vowel: Phonemes
The learner will be able to
identify the correct spelling of vowel phonemes and demonstrate phonemic awareness.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Knowledge |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #41 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.04 |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Spelling 1: Short Vowel Sounds [Software]. |
| · |
Textbook, Spelling Textbook [Textbook]. Phonics worksheets, Reading worksheets, flashcards - R39d, R40c |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
| · |
Tests, Tests - Multiple choice tests [Tests]. Close sentences |
|
|
Vowels: Long/Short
The learner will be able to
use the correct spelling with both long and short sounds of vowels.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Comprehension |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Spelling Item #2, 13-15, 19 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Spelling 1: Short Vowel Sounds [Software]. |
| · |
Textbook, Spelling textbook and worksheets [Textbook]. Reading Worksheets, Phonics Worksheets, flashcards, 41a |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
| · |
Miscellaneous, Multiple choice sentences, close sentences [Miscellaneous]. see a picture - write word |
|
|
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 |
Comprehension |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Spelling Item #3 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
CornerStone Level A, Skills Bank Corp., Spelling 8: R-Controlled Vowels 1 [Software]. |
| · |
Textbook, Spelling Textbook and sheets [Textbook]. Reading sheets, Phonics Sheets, 39d |
|
| |
Assessment Resources |
| |
| · |
Skills Connection, Tudor Publishing Company, Version 1, Spelling [Software]. |
| · |
Miscellaneous, Close sentences [Miscellaneous]. Picture with letter completers |
|
|
Double Letters
The learner will be able to
correctly spell words that have double letters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Double Letter |
Comprehension |
Master |
2.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Spelling Item #18 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Textbook, Spelling Textbook [Textbook]. Phonics worksheets, R41c |
|
| |
Assessment Resources |
| |
| |
