Ashdown Public School District
LANGUAGE ARTS, GRADE K

Language Arts - Grade 3 - First nine weeks

Language Arts

Arkansas' Learning Standards are defined in the Arkansas Curriculum Frameworks, discipline-based documents which clearly describe what students must know and be able to do in the area of Language Arts at three critical levels: grades 4, 8, and 12. The rigorous academic content standards and the student learning expectations within each document provide the focus for instruction for each local school district, without rigidly prescribing every element of the local curriculum. Student demonstration of the standards and learning expectations within the Arkansas Frameworks is the anchor for the entire education system, with instructional programs, state-level assessments, professional development, school improvement planning, teacher/administrator licensure, and accountability sharing the common goal of improved student learning and performance around these standards.

The Language Arts portion of the ACTAAP is based on standards in the Arkansas Language Arts Curriculum Framework.

The Stanford Achievement Test, Ninth Edition (SAT-9) contains six subtests for Language Arts levels Primary 1 through Primary 3. At the higher levels, there are seven subtests.


Media
This unit includes the study of information and entertainment communications. Topics include: advertising, art, journalism, film, and media messages, forms and productions.

    Newspaper Section: Identify
The learner will be able to identify information which would be found in a newspaper.
Strand Bloom's Scope Hours Source
Newspaper Sections Knowledge Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- media, newspapers [newspapers].  Use the graphic organizer(who, what, when, where, and why) to help find information in the newspaper.
Assessment Resources
- newspapers, teacher observation [newspaper].   Students will create a newspaper by using the different section titles and placing appropriate articles in each.
  

Language Expressions

    Subject-Verb: Agreement Errors
The learner will be able to identify sentences with subject-verb agreement errors.
Strand Bloom's Scope Hours Source
Subject-Verb Agreement Comprehension Master 1.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- language arts book, class discussion [Teaching Strategies].  modeling, practice
Assessment Resources
- assessment, skills connection test [assessment].   observation, demonstration,
  
    Sentence Combining: Two Sentences
The learner will be able to combine two sentences into one correct sentence.
Strand Bloom's Scope Hours Source
Sentence Structure/Combine Sentences Application Master 1.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- language arts book, class discussion [Teaching Strategies].  Teacher will model how to combine two sentences into on sentence. Students will practice combining two sentences into one good sentence.
Assessment Resources
- assessment, skills connection test [assessment].   observation of student work
  
    Conventions: Utilize/Print/Text
The learner will be able to utilize knowledge of language conventions with age appropriate print and non-print texts (POWER).
Strand Bloom's Scope Hours Source
Language Conventions Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W Standard 2 week tested: 22.
Instructional Resources
- language arts book, class discussion [Teaching Strategies].  teach double negatives,word usage,etc.
Assessment Resources
- assessment, oral speaking, test [assessment].  
  

Language Mechanics

    Title: Identify/Personal
The learner will be able to identify the correct use of capitalization for personal titles.
Strand Bloom's Scope Hours Source
Capitalization: Title Knowledge Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- language arts book, capitalization of titles [Teaching Strategies].  model how to correctly capitalize titles- practice this skill
Assessment Resources
- assessment, skills connection [assessment].   Students will demonstrate correct usage.
  

Listening

    Title: Select Appropriate
The learner will be able to select the appropriate title for an orally read passage at appropriate age level.
Strand Bloom's Scope Hours Source
Title Synthesis Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- listening center, listening to stories [Textbook].  
Assessment Resources
- newspapers, observation [newspaper].  
- observation, choosing the correct title [Teaching Strategies].  
  
    Predicting: Outcome/Orally Read
The learner will be able to make predictions about the outcome of an orally read passage.
Strand Bloom's Scope Hours Source
Predicting Application Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- teach prediction skills, prediction skills [teaching predictions].  teacher will teach how to make predictions
Assessment Resources
- observation, orally making the correct prediction [Teaching Strategies].  
  
    Purposes: Variety
The learner will be able to listen for a variety of purposes (POWER).
Strand Bloom's Scope Hours Source
Listening Purposes Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV.1.1 week tested: 22.
Instructional Resources
- listening center, variety of listening materials [Textbook].  
Assessment Resources
- observation, discussion of what students heard [Teaching Strategies].  
  
    Strategies: Develop/Comprehend
The learner will be able to develop listening strategies to comprehend age appropriate auditory materials (POWER).
Strand Bloom's Scope Hours Source
Listening Strategies Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV.1.5 week tested: 22.
Instructional Resources
- listening center, listening materials [Textbook].  
Assessment Resources
- observation, discussion of strategies used. [Teaching Strategies].  
  
    Directions: Follow
The learner will be able to listen to and follow directions (POWER).
Strand Bloom's Scope Hours Source
Directions Comprehension Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV.1.6 week tested: 22.
Instructional Resources
- teacher instruction, following directions sheet [Textbook].  
Assessment Resources
- observation, demonstration, discussion, skills connection test [Teaching Strategies].  
  
    Draw Conclusion: Stated Information
The learner will be able to draw conclusions from information stated in an orally read passage.
Strand Bloom's Scope Hours Source
Draw Conclusion Comprehension Master 2.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- listening materials on drawing conclusions, ... [Textbook].  
Assessment Resources
- observation, demonstration, skill connection [Teaching Strategies].  
  
    Draw Conclusion: Implicit Information
The learner will be able to draw a conclusion from implicit information in a passage read aloud by the teacher.
Strand Bloom's Scope Hours Source
Draw Conclusion Application Master 2.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- generate mental pictures(visualize), ... [reciprocal teaching].  
Assessment Resources
- assessment, skill connection [assessment].  
  

Reading Operations

    Strategies: Identifying
The learner will be able to identify which reading strategy would work best in finding information.
Strand Bloom's Scope Hours Source
Reading Strategies Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- guided reading, practice, reciprocal reading, use trade books [Textbook].  
Assessment Resources
- observation, demonstration of strategies used [Teaching Strategies].  
  
    Inference: Reading Material
The learner will be able to make inferences from reading materials.
Strand Bloom's Scope Hours Source
Inference Application Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- guided reading, practice, reciprocal reading, riddles (what ifs), cues and questions [Textbook].  
Assessment Resources
- observation, create own riddle [Teaching Strategies].  
  
    Graphic Organizers: Use/Clues
The learner will be able to use graphic organizers as clues to constructing meaning from text.
Strand Bloom's Scope Hours Source
Constructing Meaning: Graphic Organizers Application Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- graphic organizers, ... [Teaching Strategies].  Complete a graphic organizer appropriate for the text. This could be a venn diagram, prediction chart, or web.
Assessment Resources
- skill connection, demonstration, observation, ... [Teaching Strategies].  
  
    Purposes: Learn
The learner will be able to read to engage in the learning process(POWER).
Strand Bloom's Scope Hours Source
Reading Purposes Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R Standard 2 week tested: 22.
Instructional Resources
- guided reading, practice, reciprocal reading, ... [Textbook].  
Assessment Resources
- observation, oral reading [Teaching Strategies].  
  
    Emergent Reading: Print Concepts
The learner will be able to use concepts of print in developmentally appropriate ways (POWER).
Strand Bloom's Scope Hours Source
Emergent Reading: Conceptualizing Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.2 week tested: 22.
Instructional Resources
- cooperative learning, student centered instruction [Teaching Strategies].  
Assessment Resources
- observation, demonstration [Teaching Strategies].  
  
    Strategies: Problem Solving/Integrate
The learner will be able to apply knowledge of problem solving strategies to integrate content from all subject areas (POWER).
Strand Bloom's Scope Hours Source
Reading Strategies Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.1 week tested: 22.
Instructional Resources
- teacher instruction, teaching critical thinking skills [Textbook].  
Assessment Resources
- skill connection, demonstration, observation, discussion [Teaching Strategies].  
  
    Organization: Strategies/Apply
The learner will be able to apply strategies to visually organize information (POWER).
Strand Bloom's Scope Hours Source
Organization Application Master 1.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.16 week tested: 22.
Instructional Resources
- generate mental pictures(visualize), ... [reciprocal teaching].  
Assessment Resources
- organize information visually, .. [graphic organizers].  
  
    Purposes: Establishing
The learner will be able to establish a purpose for reading (POWER).
Strand Bloom's Scope Hours Source
Reading Purposes Knowledge Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.9 week tested: 22.
Instructional Resources
- guided reading, practice, reciprocal reading, cues and questions [Textbook].  Plan activities where children will read for different purposes, such as, to inform, to entertain, solve problems, and to make choices.
Assessment Resources
- discussion, preview and predict [Teaching Strategies].  
  
    Purpose: Read/Build Vocabulary
The learner will be able to read to build vocabulary (POWER).
Strand Bloom's Scope Hours Source
Reading Purposes Application Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.6 week tested: 22.
Instructional Resources
- guided reading, games to build vocabulary [Teaching Strategies].  
Assessment Resources
- discussion, skill connection [Teaching Strategies].  
  
    Purposes: Construct Meaning
The learner will be able to demonstrate knowledge about reading by understanding that the purpose of reading is to construct meaning (POWER).
Strand Bloom's Scope Hours Source
Reading Purposes Knowledge Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.7 week tested: 22.
Instructional Resources
- guided reading, model, practice [Teaching Strategies].  
Assessment Resources
- skill connection, demonstration, observation, .. [Teaching Strategies].  
  
    Critical Thinking: Strategies/Integrate
The learner will be able to understand knowledge of critical thinking strategies to integrate content from all subject areas (POWER).
Strand Bloom's Scope Hours Source
Critical Thinking Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.1 week tested: 22.
Instructional Resources
- thinking strategies, Teach critical thinking strategies [Teaching Strategies].  
Assessment Resources
- skill connection, demonstration, observation, use maps or diagrams appropriate for the text [Teaching Strategies].  
  
    Reading Aloud: Comprehension/Show
The learner will be able to demonstrate comprehension when reading aloud on appropriately leveled texts (POWER).
Strand Bloom's Scope Hours Source
Reading Aloud Application Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.3 week tested: 22.
Instructional Resources
- guided reading, .. [Teaching Strategies].  
Assessment Resources
- running records, .. [Textbook].  
  
    Prior Knowledge: Comprehension/Expand
The learner will be able to use prior knowledge to expand reading comprehension (POWER).
Strand Bloom's Scope Hours Source
Prior Knowledge Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.11 week tested: 22.
Instructional Resources
- graphic organizers, modeling, KWL [Teaching Strategies].  
Assessment Resources
- discussion, cues and questions [Teaching Strategies].  
  
    Prior Knowledge: Ability/Expand
The learner will be able to use prior knowledge to expand reading ability (POWER).
Strand Bloom's Scope Hours Source
Prior Knowledge Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.11 week tested: 22.
Instructional Resources
- graphic organizers, guided reading, practice [Teaching Strategies].  
Assessment Resources
- discussion, cues and questions [Teaching Strategies].  
  
    Reading Behaviors: Silent/Fluency
The learner will be able to show fluency and comprehension in silent and oral reading (POWER).
Strand Bloom's Scope Hours Source
Reading Behaviors: Silent/Sustained Application Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.3 week tested: 22.
Instructional Resources
- guided reading, practice, modeling [Teaching Strategies].  
Assessment Resources
- running records, cues and questions, teacher observation [Textbook].  
  
    Fluency: Show
The learner will be able to show fluency when reading aloud (POWER).
Strand Bloom's Scope Hours Source
Reading Aloud: Fluency Application Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.3 week tested: 22.
Instructional Resources
- guided reading, practice, modeling [Teaching Strategies].  
Assessment Resources
- running records, cues and questions, teacher observation [Textbook].  
  

Spelling

    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
Vowel Comprehension Master 1.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- teacher instruction, practice and modeling [Textbook].  
Assessment Resources
- skill connection, demonstration, observation, teacher made test [Teaching Strategies].  
  
    Sight Words: Context
The learner will be able to identify correctly spelled sight words used in context.
Strand Bloom's Scope Hours Source
Sight Word Knowledge Master 1.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- guided reading, practice and modeling [Teaching Strategies].  
Assessment Resources
- skill connection, demonstration, observation, game activities, standardized tests [Teaching Strategies].  
  
    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
Complete Sentence Application Master 1.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- guided reading, practice and modeling [Teaching Strategies].  
Assessment Resources
- skill connection, demonstration, observation, teacher made tests, game activities [Teaching Strategies].  
  

Study and Research Skills

    Dictionary: Guide Words
The learner will be able to determine the best set of dictionary guide words for a given word.
Strand Bloom's Scope Hours Source
Dictionary Application Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- ..., model and practice [reciprocal teaching].  
Assessment Resources
- skill connection, demonstration, observation, game activities [Teaching Strategies].   teacher made and standardized testing
  
    Dictionary: Identify/Locate Information
The learner will be able to identify the kinds of information a dictionary contains and locate information in a dictionary.
Strand Bloom's Scope Hours Source
Dictionary Comprehension Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- dictionary skills, dictionary worksheets [Teaching Strategies].  
Assessment Resources
- skill connection, demonstration, observation, game activities [Teaching Strategies].  
  
    Alphabetizing: Three-step
The learner will be able to alphabetize a series of words to the third letter.
Strand Bloom's Scope Hours Source
Alphabetizing Comprehension Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- teacher instruction, model, practice, [Textbook].  use of "hands on" activities
Assessment Resources
- observation, ABC book, games, computer games [Teaching Strategies].  
  

Writing
This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama. STRAND 1: WRITING

CONTENT STANDARD 1:

Students will employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

GRADES K-4 (Student learning expectations:)

W.1.1. Move from visual and spoken experiences to written language through positive modeling.
W.1.2 Understand the relationship between letters and words, words and sentences, sentences and paragraphs, and paragraphs and whole pieces.
W.1.3. Follow patterns from predictable books, poems and stories.
W.1.4. Use individual and collective strategies for finding and developing ideas about which to write.
W.1.5. Write from experiences and thoughts.
W.1.6. Write in one or more subject areas daily.
W.1.7. Recognize and express cultural diversity in writing.
W.1.8. Respond appropriately to the writing of others.
W.1.9. Use the responses of others to review writing for clarity, style and content.
W.1.10. Acquire information with the use of computers and other available technology to gather, write and revise texts.
W.1.11. Write in a variety of modes, such as journals, stories, poems, letters, interviews and notes.
W.1.12. Write for a variety of audiences, such as peers, parents, teachers and community.
W.1.13. Write for a variety of purposes, such as to persuade, to enjoy, to entertain, to inform, to record, to respond to reading and to solve problems.
W.1.14. Develop a collection of writings.

CONTENT STANDARD:

Students will apply knowledge of language structure and language conventions (e.g., spelling and punctuation) to print and nonprint texts.

GRADES K-4 (Student learning expectations:)

W.2.1. Write independently on self-selected topics.
W.2.2. Organize information according to criteria for importance and impact rather than according to availability.
W.2.3. Work in cooperative groups to produce a written product.
W.2.4. Monitor progress of self and others.
W.2.5. Accept responsibility for completing writing tasks.
W.2.6. Edit writing for developmentally appropriate spelling, usage, mechanics, grammar, vocabulary, handwriting and content accuracy.
W.2.7. Publish writing in a variety of ways, such as class anthologies, public readings, newsletters, newspapers, bulletin boards, sharing with others and books.

This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama.

    Prewriting: Topic/Appropriateness
The learner will be able to identify a topic that is appropriate for a specific purpose and audience.
Strand Bloom's Scope Hours Source
Prewriting Analysis Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- thinking strategies, student centered instruction, modeling [Teaching Strategies].  teaching critical thinking skills
Assessment Resources
- discussion, observation, demonstrations [Teaching Strategies].  
  
    Paragraph: Supporting Sentence
The learner will be able to identify sentences that best develop a given topic sentence.
Strand Bloom's Scope Hours Source
Paragraph Content Application Master 1.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- graphic organizers, student centered instruction [Teaching Strategies].  modeling, practice
Assessment Resources
- observation, testing, computer program [Teaching Strategies].  
  
    Paragraph: Unrelated Idea
The learner will be able to identify an unrelated idea in a paragraph.
Strand Bloom's Scope Hours Source
Paragraph Content Comprehension Master 2.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- cooperative learning, modeling, demonstrations,feedback [Teaching Strategies].  student centered instruction
Assessment Resources
- observation, games, regular testing [Teaching Strategies].  
  
    Edit: Proofreading
The learner will be able to identify the word that is spelled incorrectly in a given sentence.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Knowledge Master 2.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- Student centered instruction, practice, create sentences, word wall [Teaching Strategies].  
Assessment Resources
- assessment, SAT-9 practice,writing samples- peer check [assessment].   computer programs, games
  
    Topic Sentence: Identify/Best
The learner will be able to select the best topic sentence for a given paragraph.
Strand Bloom's Scope Hours Source
Paragraph Content: Topic Sentence Application Master 1.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- Practice, modeling, feedback, create graphic organizers [Textbook].  student centered instruction
Assessment Resources
- assessment, computer games [assessment].  
  
    Writing as a Process: Communicate
The learner will be able to apply knowledge of different writing process elements to communicate with diverse audiences for a variety of purposes (POWER).
Strand Bloom's Scope Hours Source
Writing as a Process Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W Standard 1 week tested: 22.
Instructional Resources
- SQ3R, modeling, create graphic organizers [Textbook].  Advance organizers- Teacher will use: a. narrative advance organizer, b.skimming c.graphic advance organizer
Assessment Resources
- assessment, written product [assessment].  
  
    Edit: Sentence Structure
The learner will be able to edit for correct sentence structure.
Strand Bloom's Scope Hours Source
Editing: Language Conventions Application Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- Modeling, practice, use of "hands on" activities, feedback [Textbook].  student centered instruction, cooperative learning
- Modeling, rubric, teacher made test, computer programs [Teaching Strategies].  
  
    Strategies: Appropriate/Choose
The learner will be able to choose appropriate prewriting strategies.
Strand Bloom's Scope Hours Source
Prewriting: Strategies Comprehension Master 2.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- create graphic organizers, making physical models, Step up to writing [Teaching Strategies].  note taking, modeling
Assessment Resources
- rubric, writing samples, computer programs [Teaching Strategies].  
  
    Purposes: Variety
The learner will be able to write for a variety of purposes (POWER).
Strand Bloom's Scope Hours Source
Writing Purposes Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.1.13 week tested: 22.
Instructional Resources
- Student centered instruction, create graphic organizers,modeling [Teaching Strategies].  reciprocal teaching
Assessment Resources
- rubric, written product, computer games [Teaching Strategies].  
  
    Purposes: Read/Improve Writing
The learner will be able to read to improve writing (POWER).
Strand Bloom's Scope Hours Source
Reading Purposes Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.6 week tested: 22.
Instructional Resources
- guided reading, practice, create graphic organizers, modeling [Teaching Strategies].  
Assessment Resources
- writing samples, journal writing, report/essay [Textbook].  
  
    Prewriting: Write/Thoughts
The learner will be able to write using one's own thoughts (POWER).
Strand Bloom's Scope Hours Source
Prewriting Application Master 1.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.1.5 week tested: 22.
Instructional Resources
- Modeling, use graphic organizers [Textbook].  
Assessment Resources
- writing samples, written product [Textbook].  
  
    Edit: Handwriting
The learner will be able to edit for correct use of handwriting (POWER).
Strand Bloom's Scope Hours Source
Editing Application Master 1.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22.
Instructional Resources
- Modeling, practice [Textbook].  
Assessment Resources
- observation, .. [Teaching Strategies].  
  
    Strategies: Variety
The learner will be able to utilize a variety of writing strategies (POWER).
Strand Bloom's Scope Hours Source
Writing Strategies Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W Standard 1 week tested: 22.
Instructional Resources
- Modeling, generate ideas [Textbook].  
Assessment Resources
- writing samples, portfolio, checklist [Textbook].   Samples of student writing including brainstorming lists, prewriting, graphic organizers, and drafts.
  
    Edit: Spelling
The learner will be able to edit for correct spelling (POWER).
Strand Bloom's Scope Hours Source
Editing: Language Conventions Application Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22.
Instructional Resources
- Practice, word wall [Textbook].  
Assessment Resources
- teacher made test, checklist, statewide test [Teaching Strategies].   Samples of student writing with drafts and editing checklist attached.
  
    Edit: Mechanics
The learner will be able to edit written works for mechanics (POWER).
Strand Bloom's Scope Hours Source
Editing: Language Conventions Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22.
Instructional Resources
- Modeling, practice [Textbook].  
Assessment Resources
- assessment, Samples of student writing with checklist attached [assessment].  
  
    Edit: Grammar
The learner will be able to edit written works for appropriate grammar (POWER).
Strand Bloom's Scope Hours Source
Editing: Language Conventions Application Master 2.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22.
Instructional Resources
- Modeling, practice [Textbook].  
Assessment Resources
- statewide test, teacher made test [Teaching Strategies].  
  
    Edit: Content Errors
The learner will be able to edit for errors in content (POWER).
Strand Bloom's Scope Hours Source
Editing: Content Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22.
Instructional Resources
- Modeling, clarifying [Textbook].  
Assessment Resources
- assessment, Finished product [assessment].  
  
    Writing Behaviors: Responsibility
The learner will be able to take responsibility for completing writing assignments (POWER).
Strand Bloom's Scope Hours Source
Writing Behaviors Application Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.5 week tested: 22.
Instructional Resources
- Student centered instruction, individual checklist for writing [Teaching Strategies].  Have students maintain a writing portfolio which contains an individual checklist of writing goals set with teacher directions
Assessment Resources
- statewide test, Checklist of writing goals,portfolio [Teaching Strategies].   Student-teacher conference, analysis of log/journal entries
  
    Usage: Edit
The learner will be able to edit written works for usage and grammar (POWER).
Strand Bloom's Scope Hours Source
Editing: Usage Application Master 2.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22.
Instructional Resources
- Modeling, concentrate on one skill at a time [Textbook].  conduct minilessons on revision strategies,do grammar and usage activities
Assessment Resources
- statewide test, checklist,samples of student writing. [Teaching Strategies].   Make sure students have writing samples with drafts and editing checklist attached.
  
    Personal: Write/Response
The learner will be able to write in response to his/her personal experiences (POWER).
Strand Bloom's Scope Hours Source
Writing Responses: Personal Comprehension Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.1.5 week tested: 22.
Instructional Resources
- Cues and Questions, prior knowledge [Textbook].  
Assessment Resources
- written product, .. [Teaching Strategies].  
  

Genres
This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some example of genres are: science fiction, poetry, drama, British literature, and multicultural literature. This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some example of genres are: science fiction, poetry, drama, British literature, and multicultural literature.

    Informational
The learner will be able to read and understand an age appropriate informational, nonfiction story.
Strand Bloom's Scope Hours Source
Informational Text Application Master 2.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- Cues and Questions, guided reading [Textbook].  
Assessment Resources
- discussion, questions, teacher made test [Teaching Strategies].  
  
    Author Intention
The learner will be able to understand the author's purpose in a given passage.
Strand Bloom's Scope Hours Source
Author: Intentions Knowledge Master 2.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- comparing different genres, identify key features [Teaching Strategies].  
Assessment Resources
- teacher made test, questioning, standardize test [Teaching Strategies].  
  
    Genre: Recreational Literature
The learner will be able to understand age-appropriate recreational reading selections.
Strand Bloom's Scope Hours Source
Genre Comprehension Master 2.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- guided reading, .. [Teaching Strategies].  
Assessment Resources
- running records, . [Textbook].  
  
    Functional Text: Understand
The learner will be able to understand age-appropriate functional text.
Strand Bloom's Scope Hours Source
Functional Text Comprehension Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- guided reading, . [Teaching Strategies].  
Assessment Resources
- running records, expository writing, standardized test [Textbook].  
  
    Functional Text: Analyze
The learner will be able to analyze the content of functional materials.
Strand Bloom's Scope Hours Source
Functional Text Analysis Master 2.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- SQ3R, classify components [Textbook].  
Assessment Resources
- create graphic organizer, make outline [Teaching Strategies].  
  
    Functional Text: Source
The learner will be able to identify locations where specific functional materials are likely to be found.
Strand Bloom's Scope Hours Source
Functional Text Knowledge Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- Modeling, practice [Textbook].  
Assessment Resources
- observation, demonstration, standardize test [Teaching Strategies].  
  
    Functional Text: Sequence
The learner will be able to identify the sequence of details and events in functional text.
Strand Bloom's Scope Hours Source
Functional Text Knowledge Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- Modeling, practice [Textbook].  
Assessment Resources
- standardized test, cartoon, storyboard [Teaching Strategies].  
  
    Functional Text: Expand Meaning
The learner will be able to expand upon the meaning of age appropriate functional materials.
Strand Bloom's Scope Hours Source
Functional Text Application Master 2.5 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- Modeling, generating and testing hypotheses [Textbook].  
Assessment Resources
- statewide test, reports [Teaching Strategies].  
  
    Expository: Main Ideas/Support
The learner will be able to understand main ideas and points presented in expository selections.
Strand Bloom's Scope Hours Source
Expository Comprehension Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5.
Instructional Resources
- SQ3R, model [Textbook].  
Assessment Resources
- outline, . [Teaching Strategies].  
  
    Comprehend: Judge/Respond
The learner will be able to understand literary works, and other types of writing, which reflect his/her own culture and developing point of view as well as those of others (POWER).
Strand Bloom's Scope Hours Source
Genre: Comprehend/Understand Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R Standard 1 week tested: 22.
Instructional Resources
- Modeling, teaching critical thinking shills [Textbook].  Student centered instruction, cues and questions, compare/contrast
Assessment Resources
- observation, Reflection journal, [Teaching Strategies].   reading different kinds of writing
  
    World Literature: Read/Diverse Cultures
The learner will be able to read ,listen, and respond to various age appropriate literary genres from diverse cultures (POWER).
Strand Bloom's Scope Hours Source
World Literature Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.18 week tested: 22.
Instructional Resources
- guided reading, . [Teaching Strategies].  
Assessment Resources
- creative writing, biographical sketches, story boards [Teaching Strategies].  
  
    Comprehend: Time Periods
The learner will be able to understand time periods (POWER).
Strand Bloom's Scope Hours Source
Genre: Comprehend/Understand Application Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.12 week tested: 22.
Instructional Resources
- timeline, . [Teaching Strategies].  
Assessment Resources
- create time line, . [Teaching Strategies].  
  

Speaking

    Practices: Develop/Use/Skills
The learner will be able to develop and use listening, speaking and viewing skills through a variety of formal and informal opportunities (POWER).
Strand Bloom's Scope Hours Source
Communication Practices Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV Standard 1 week tested: 22.
Instructional Resources
- Modeling, checklist [Textbook].  
Assessment Resources
- checklist, show and tell [Teaching Strategies].  
  

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