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Ashdown Public School District |
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LANGUAGE ARTS, GRADE K |
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Language Arts - Grade 3 - First nine weeks |
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Newspaper Section: Identify
The learner will be able to
identify information which would be found in a newspaper.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Newspaper Sections |
Knowledge |
Master |
0.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
media, newspapers [newspapers]. Use the graphic organizer(who, what, when, where, and why) to help find information in the newspaper. |
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Assessment Resources |
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| · |
newspapers, teacher observation [newspaper]. Students will create a newspaper by using the different section titles and placing appropriate articles in each. |
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Subject-Verb: Agreement Errors
The learner will be able to
identify sentences with subject-verb agreement errors.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subject-Verb Agreement |
Comprehension |
Master |
1.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
language arts book, class discussion [Teaching Strategies]. modeling, practice |
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Assessment Resources |
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| · |
assessment, skills connection test [assessment]. observation, demonstration, |
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Sentence Combining: Two Sentences
The learner will be able to
combine two sentences into one correct sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Master |
1.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
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. |
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Assessment Resources |
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assessment, skills connection test [assessment]. observation of student work |
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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 |
Activities |
| Language Conventions |
Application |
Master |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W Standard 2 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
language arts book, class discussion [Teaching Strategies]. teach double negatives,word usage,etc. |
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Assessment Resources |
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| · |
assessment, oral speaking, test [assessment]. |
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Title: Identify/Personal
The learner will be able to
identify the correct use of capitalization for personal titles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Title |
Knowledge |
Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
language arts book, capitalization of titles [Teaching Strategies]. model how to correctly capitalize titles- practice this skill |
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Assessment Resources |
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| · |
assessment, skills connection [assessment]. Students will demonstrate correct usage. |
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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 |
Activities |
| Title |
Synthesis |
Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
listening center, listening to stories [Textbook]. |
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Assessment Resources |
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| · |
newspapers, observation [newspaper]. |
| · |
observation, choosing the correct title [Teaching Strategies]. |
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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 |
Activities |
| Predicting |
Application |
Master |
0.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
teach prediction skills, prediction skills [teaching predictions]. teacher will teach how to make predictions |
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Assessment Resources |
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| · |
observation, orally making the correct prediction [Teaching Strategies]. |
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Purposes: Variety
The learner will be able to
listen for a variety of purposes (POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Purposes |
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Master |
0.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV.1.1 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
listening center, variety of listening materials [Textbook]. |
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Assessment Resources |
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| · |
observation, discussion of what students heard [Teaching Strategies]. |
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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 |
Activities |
| Listening Strategies |
|
Master |
0.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV.1.5 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
listening center, listening materials [Textbook]. |
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Assessment Resources |
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| · |
observation, discussion of strategies used. [Teaching Strategies]. |
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Directions: Follow
The learner will be able to
listen to and follow directions (POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
0.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV.1.6 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
teacher instruction, following directions sheet [Textbook]. |
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Assessment Resources |
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| · |
observation, demonstration, discussion, skills connection test [Teaching Strategies]. |
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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 |
Activities |
| Draw Conclusion |
Comprehension |
Master |
2.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
listening materials on drawing conclusions, ... [Textbook]. |
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Assessment Resources |
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observation, demonstration, skill connection [Teaching Strategies]. |
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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 |
Activities |
| Draw Conclusion |
Application |
Master |
2.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
generate mental pictures(visualize), ... [reciprocal teaching]. |
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Assessment Resources |
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| · |
assessment, skill connection [assessment]. |
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Strategies: Identifying
The learner will be able to
identify which reading strategy would work best in finding information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
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Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
guided reading, practice, reciprocal reading, use trade books [Textbook]. |
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Assessment Resources |
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| · |
observation, demonstration of strategies used [Teaching Strategies]. |
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Inference: Reading Material
The learner will be able to
make inferences from reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Application |
Master |
0.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
guided reading, practice, reciprocal reading, riddles (what ifs), cues and questions [Textbook]. |
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Assessment Resources |
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| · |
observation, create own riddle [Teaching Strategies]. |
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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 |
Activities |
| Constructing Meaning: Graphic Organizers |
Application |
Master |
0.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
graphic organizers, ... [Teaching Strategies]. Complete a graphic organizer appropriate for the text. This could be a venn diagram, prediction chart, or web. |
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Assessment Resources |
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| · |
skill connection, demonstration, observation, ... [Teaching Strategies]. |
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Purposes: Learn
The learner will be able to
read to engage in the learning process(POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
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Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R Standard 2 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
guided reading, practice, reciprocal reading, ... [Textbook]. |
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Assessment Resources |
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| · |
observation, oral reading [Teaching Strategies]. |
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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 |
Activities |
| Emergent Reading: Conceptualizing |
|
Master |
0.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.2 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
cooperative learning, student centered instruction [Teaching Strategies]. |
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Assessment Resources |
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| · |
observation, demonstration [Teaching Strategies]. |
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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 |
Activities |
| Reading Strategies |
Application |
Master |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.1 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
teacher instruction, teaching critical thinking skills [Textbook]. |
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Assessment Resources |
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| · |
skill connection, demonstration, observation, discussion [Teaching Strategies]. |
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Organization: Strategies/Apply
The learner will be able to
apply strategies to visually organize information (POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization |
Application |
Master |
1.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.16 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
generate mental pictures(visualize), ... [reciprocal teaching]. |
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Assessment Resources |
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| · |
organize information visually, .. [graphic organizers]. |
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Purposes: Establishing
The learner will be able to
establish a purpose for reading (POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Knowledge |
Master |
0.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.9 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
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. |
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Assessment Resources |
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discussion, preview and predict [Teaching Strategies]. |
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Purpose: Read/Build Vocabulary
The learner will be able to
read to build vocabulary (POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Application |
Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.6 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
guided reading, games to build vocabulary [Teaching Strategies]. |
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Assessment Resources |
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| · |
discussion, skill connection [Teaching Strategies]. |
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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 |
Activities |
| Reading Purposes |
Knowledge |
Master |
0.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.7 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
guided reading, model, practice [Teaching Strategies]. |
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Assessment Resources |
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| · |
skill connection, demonstration, observation, .. [Teaching Strategies]. |
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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 |
Activities |
| Critical Thinking |
Application |
Master |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.1 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
thinking strategies, Teach critical thinking strategies [Teaching Strategies]. |
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Assessment Resources |
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| · |
skill connection, demonstration, observation, use maps or diagrams appropriate for the text [Teaching Strategies]. |
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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 |
Activities |
| Reading Aloud |
Application |
Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.3 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
guided reading, .. [Teaching Strategies]. |
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Assessment Resources |
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| · |
running records, .. [Textbook]. |
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Prior Knowledge: Comprehension/Expand
The learner will be able to
use prior knowledge to expand reading comprehension (POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prior Knowledge |
Application |
Master |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.11 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
graphic organizers, modeling, KWL [Teaching Strategies]. |
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Assessment Resources |
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| · |
discussion, cues and questions [Teaching Strategies]. |
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Prior Knowledge: Ability/Expand
The learner will be able to
use prior knowledge to expand reading ability (POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prior Knowledge |
Application |
Master |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.11 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
graphic organizers, guided reading, practice [Teaching Strategies]. |
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Assessment Resources |
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| · |
discussion, cues and questions [Teaching Strategies]. |
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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 |
Activities |
| Reading Behaviors: Silent/Sustained |
Application |
Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.3 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
guided reading, practice, modeling [Teaching Strategies]. |
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Assessment Resources |
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| · |
running records, cues and questions, teacher observation [Textbook]. |
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Fluency: Show
The learner will be able to
show fluency when reading aloud (POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud: Fluency |
Application |
Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.3 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
guided reading, practice, modeling [Teaching Strategies]. |
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Assessment Resources |
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| · |
running records, cues and questions, teacher observation [Textbook]. |
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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 |
1.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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Instructional Resources |
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| · |
teacher instruction, practice and modeling [Textbook]. |
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Assessment Resources |
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| · |
skill connection, demonstration, observation, teacher made test [Teaching Strategies]. |
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Sight Words: Context
The learner will be able to
identify correctly spelled sight words used in context.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sight Word |
Knowledge |
Master |
1.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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| |
Instructional Resources |
| |
| · |
guided reading, practice and modeling [Teaching Strategies]. |
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Assessment Resources |
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| · |
skill connection, demonstration, observation, game activities, standardized tests [Teaching Strategies]. |
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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 |
Application |
Master |
1.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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| |
Instructional Resources |
| |
| · |
guided reading, practice and modeling [Teaching Strategies]. |
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| |
Assessment Resources |
| |
| · |
skill connection, demonstration, observation, teacher made tests, game activities [Teaching Strategies]. |
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Study and Research Skills
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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 |
Activities |
| Dictionary |
Application |
Master |
0.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
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| |
Instructional Resources |
| |
| · |
..., model and practice [reciprocal teaching]. |
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| |
Assessment Resources |
| |
| · |
skill connection, demonstration, observation, game activities [Teaching Strategies]. teacher made and standardized testing |
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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 |
Activities |
| Dictionary |
Comprehension |
Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
Instructional Resources |
| |
| · |
dictionary skills, dictionary worksheets [Teaching Strategies]. |
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| |
Assessment Resources |
| |
| · |
skill connection, demonstration, observation, game activities [Teaching Strategies]. |
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Alphabetizing: Three-step
The learner will be able to
alphabetize a series of words to the third letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alphabetizing |
Comprehension |
Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
Instructional Resources |
| |
| · |
teacher instruction, model, practice, [Textbook]. use of "hands on" activities |
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| |
Assessment Resources |
| |
| · |
observation, ABC book, games, computer games [Teaching Strategies]. |
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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 |
Activities |
| Prewriting |
Analysis |
Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
Instructional Resources |
| |
| · |
thinking strategies, student centered instruction, modeling [Teaching Strategies]. teaching critical thinking skills |
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| |
Assessment Resources |
| |
| · |
discussion, observation, demonstrations [Teaching Strategies]. |
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Paragraph: Supporting Sentence
The learner will be able to
identify sentences that best develop a given topic sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Content |
Application |
Master |
1.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
Instructional Resources |
| |
| · |
graphic organizers, student centered instruction [Teaching Strategies]. modeling, practice |
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| |
Assessment Resources |
| |
| · |
observation, testing, computer program [Teaching Strategies]. |
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Paragraph: Unrelated Idea
The learner will be able to
identify an unrelated idea in a paragraph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Paragraph Content |
Comprehension |
Master |
2.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
Instructional Resources |
| |
| · |
cooperative learning, modeling, demonstrations,feedback [Teaching Strategies]. student centered instruction |
|
| |
Assessment Resources |
| |
| · |
observation, games, regular testing [Teaching Strategies]. |
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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 |
Activities |
| Editing: Language Conventions |
Knowledge |
Master |
2.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Student centered instruction, practice, create sentences, word wall [Teaching Strategies]. |
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| |
Assessment Resources |
| |
| · |
assessment, SAT-9 practice,writing samples- peer check [assessment]. computer programs, games |
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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 |
Activities |
| Paragraph Content: Topic Sentence |
Application |
Master |
1.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Practice, modeling, feedback, create graphic organizers [Textbook]. student centered instruction |
|
| |
Assessment Resources |
| |
| · |
assessment, computer games [assessment]. |
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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 |
Activities |
| Writing as a Process |
Application |
Master |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W Standard 1 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Editing: Language Conventions |
Application |
Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
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 |
Activities |
| Prewriting: Strategies |
Comprehension |
Master |
2.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
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 |
Activities |
| Writing Purposes |
|
Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.1.13 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Reading Purposes |
Application |
Master |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.6 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Prewriting |
Application |
Master |
1.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.1.5 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Editing |
Application |
Master |
1.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Writing Strategies |
Application |
Master |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W Standard 1 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Editing: Language Conventions |
Application |
Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Editing: Language Conventions |
Application |
Master |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Editing: Language Conventions |
Application |
Master |
2.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Editing: Content |
Application |
Master |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Writing Behaviors |
Application |
Master |
0.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.5 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Editing: Usage |
Application |
Master |
2.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Writing Responses: Personal |
Comprehension |
Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.1.5 week tested: 22. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Cues and Questions, prior knowledge [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
written product, .. [Teaching Strategies]. |
|
|
Informational
The learner will be able to
read and understand an age appropriate informational, nonfiction story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
Application |
Master |
2.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
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 |
Activities |
| Author: Intentions |
Knowledge |
Master |
2.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
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 |
Activities |
| Genre |
Comprehension |
Master |
2.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
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 |
Activities |
| Functional Text |
Comprehension |
Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
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 |
Activities |
| Functional Text |
Analysis |
Master |
2.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
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 |
Activities |
| Functional Text |
Knowledge |
Master |
0.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
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 |
Activities |
| Functional Text |
Knowledge |
Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
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 |
Activities |
| Functional Text |
Application |
Master |
2.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
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 |
Activities |
| Expository |
Comprehension |
Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
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 |
Activities |
| Genre: Comprehend/Understand |
|
Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R Standard 1 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| World Literature |
Application |
Master |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.18 week tested: 22. |
Classroom
|
| |
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 |
Activities |
| Genre: Comprehend/Understand |
Application |
Master |
0.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.12 week tested: 22. |
Classroom
|
| |
Instructional Resources |
| |
| · |
timeline, . [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
create time line, . [Teaching Strategies]. |
|
|
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 |
Activities |
| Communication Practices |
|
Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV Standard 1 week tested: 22. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Modeling, checklist [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
checklist, show and tell [Teaching Strategies]. |
|
|
|
