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Ashdown Public School District |
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LANGUAGE ARTS, GRADE K |
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Language Arts - Grade 3 - Second nine weeks |
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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
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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Strategies: Appropriate/Choose
The learner will be able to
choose appropriate prewriting strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prewriting: Strategies |
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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| · |
..., on-going skill [reciprocal teaching]. |
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Purposes: Variety
The learner will be able to
write for a variety of purposes (POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
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Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.1.13 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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 |
1.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.6 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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 |
2.5 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W Standard 1 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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 |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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 |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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 |
3.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.6 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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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
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Instructional Resources |
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| · |
..., on-going skill [reciprocal teaching]. |
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Pronoun: Case/Identify
The learner will be able to
identify the appropriate pronoun case for a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
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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cooperative learning, practice,modeling, cues and questions, [Teaching Strategies]. guided reading,games |
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Assessment Resources |
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computer programs, writing samples, teacher made test [Teaching Strategies]. |
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Indefinite Article: Precede Noun
The learner will be able to
identify the correct indefinite article to precede a noun in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Article |
Comprehension |
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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Modeling, the....can be used in front of any noun [Textbook]. modeling on board and overhead |
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Assessment Resources |
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teacher made test, matching articles to nouns [Teaching Strategies]. |
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Personal: Complete Sentence
The learner will be able to
complete a given sentence with the correct personal pronoun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun: Personal |
Application |
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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Modeling, practicing point of view [Textbook]. Language arts book with writing, reading |
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Assessment Resources |
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journal writing, writing paragraphs using personal pronouns [Teaching Strategies]. |
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Present: Identify/Understand
The learner will be able to
identify and understand the correct use of the present and past tense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Verb Tense: Present |
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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graphic organizers, practice, modeling, ques and questions [Teaching Strategies]. cooperative learning, "hands on" activities |
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Assessment Resources |
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teacher made test, writing and games [Teaching Strategies]. |
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Comma: Salutation of a Letter
The learner will be able to
correctly use a comma after the salutation in a friendly letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
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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| · |
language arts book, physical model of parts of a letter [Teaching Strategies]. highlight where the comma goes in salutation |
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Assessment Resources |
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SAT-9 practice, write letters to others, unit test [Teaching Strategies]. |
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Comma: Close of a Letter
The learner will be able to
correctly use a comma after the close of a letter.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
Application |
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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Student centered instruction, teach strategies [Teaching Strategies]. Teacher will teach students that salutation with one word capitalized and comma. Teacher will teach salutation with two words, the first capital, the second lower case, and then comma. |
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Assessment Resources |
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observation, practice with teacher observation, test [Teaching Strategies]. |
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Comma: Series/Items/Identify
The learner will be able to
identify the correct use of a comma with items in a series.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comma |
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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Modeling, practicing, drawing pictures [Textbook]. Draw or cut out pictures of more than 2 items and practice placing commas in the correct places. |
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Assessment Resources |
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observation, . [Teaching Strategies]. Students will write sentences with a series of words and have students insert the commas. |
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Quotation Mark: Dialogue
The learner will be able to
use quotation marks in a written dialogue.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Quotation Mark |
Application |
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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Modeling, practice [Textbook]. Cooperative learning- talking.....Repeat what others said. When you come to where quotation marks are suppose to be , clap. |
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Assessment Resources |
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SAT-9 practice, create a narrative story using dialogue [Teaching Strategies]. |
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Apostrophe:Contractions
The learner will be able to
identify and correctly use apostrophes with contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
|
Master |
1.0 |
ashdown public schools(a) |
Classroom
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Instructional Resources |
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Practice, show difference between comma and apostrophe [Textbook]. Teacher will define the placement of the apostrophe |
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Assessment Resources |
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observation, test, game(bingo) [Teaching Strategies]. |
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Sequence: Events/Identify
The learner will be able to
identify the sequence of events in an orally read passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Application |
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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Practice, mental pictures, modeling, cooperative learning [Textbook]. Engage in kinesthetic activity, use of "hands on" activities |
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Assessment Resources |
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time line, follow recipe, create schedules [Teaching Strategies]. |
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Relationship: Stated
The learner will be able to
understand stated relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Relationship |
Analysis |
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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| · |
cooperative learning, ques and questions, modeling, feedback [Teaching Strategies]. |
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Assessment Resources |
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| · |
observation, . [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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| · |
..., on-going skill [reciprocal teaching]. |
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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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on-going skill in 2nd, 3rd, 4th nine weeks, draw pictures of key concepts to draw conclusion [Teaching Strategies]. prior knowledge+clues=conclusion, listening procedure, practice |
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Assessment Resources |
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assessment, read passage/draw conclusion [assessment]. |
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Setting: Importance
The learner will be able to
identify the importance of setting.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Setting |
Analysis |
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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Modeling, identifying the properties of setting [Textbook]. 5Ws, model the importance of the setting |
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Assessment Resources |
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questioning, writing using the 5Ws [Teaching Strategies]. |
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Details: Main Idea/Support
The learner will be able to
identify details which support a main idea in a given reading selection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Support: Detail |
Comprehension |
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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Cues and Questions, guided reading and modeling [Textbook]. |
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Assessment Resources |
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skill connection, demonstration, observation, . [Teaching Strategies]. |
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Emergent Reading: Comprehend/Whole Piece
The learner will be able to
comprehend the relationship between paragraphs and whole pieces (POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Comprehension |
Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.1.2 week tested: 22. |
Classroom
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Instructional Resources |
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Modeling, kinesthetic activity [Textbook]. Engage in kinesthetic activity by sequencing, using Step up To Writing activities. |
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Assessment Resources |
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| · |
observation, use kinethetic activities to check their work [Teaching Strategies]. |
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Construct Meaning: Paragraphs/Whole Text
The learner will be able to
construct meaning by using the relationship between paragraphs and whole texts (POWER).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Strategies |
Application |
Master |
1.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.10 week tested: 22. |
Classroom
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Instructional Resources |
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| · |
cooperative learning, model using think alouds [Teaching Strategies]. Use think alouds to model how to clarify confusion in comprehension using the context of the paragraph and the whole text. |
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Assessment Resources |
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standardized test, oral reading records with analysis of miscues [Teaching Strategies]. teacher made test, samples of student writing |
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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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| · |
on-going skill in 2nd, 3rd, 4th nine weeks, . [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 |
|
Master |
|
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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| · |
on-going skill in 2nd, 3rd, 4th nine weeks, . [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 |
|
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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| · |
on-going skill in 2nd, 3rd, 4th nine weeks, guided reading, AR reading within ZPD,newspaper [Teaching Strategies]. |
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Assessment Resources |
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| · |
Star Test, . [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 |
| |
| · |
on-going skill in 2nd, 3rd, 4th nine weeks, prior knowledge, critical thinking [Teaching Strategies]. |
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Assessment Resources |
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| · |
assessment, standardize test [assessment]. |
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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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| · |
on-going skill in 2nd, 3rd, 4th nine weeks, model organizers [Teaching Strategies]. Model an array of organizers (venn, outline,tables, graphs,t-chart) |
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Assessment Resources |
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| · |
outline, . [Teaching Strategies]. Outline a topic or read a passage and choose a graphic organizer to organize the information. |
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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 |
| |
| · |
on-going skill in 2nd, 3rd, 4th nine weeks, generate mental pictures, goal setting, [Teaching Strategies]. create graphic organizers, cues and questions, reciprocal teaching |
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Assessment Resources |
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| · |
assessment, writing about the reading, books, newspapers [assessment]. |
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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
|
| |
Instructional Resources |
| |
| · |
on-going skill in 2nd, 3rd, 4th nine weeks, practice, modeling, context clues [Teaching Strategies]. |
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Assessment Resources |
| |
| · |
assessment, . [assessment]. Read a selection with unfamiliar words and write meanings for these identified words. |
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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 |
| |
| · |
..., . [reciprocal teaching]. |
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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 |
| |
| · |
on-going skill in 2nd, 3rd, 4th nine weeks, . [Teaching Strategies]. Teaching critical thinking skills, create graphic organizer, modeling, generate mental pictures, cues and questions, guided and individual reading, engage in kinesthetic activity |
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Assessment Resources |
| |
| · |
assessment, questioning, writing, games for critical thinking [assessment]. |
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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
|
| |
Instructional Resources |
| |
| · |
on-going skill in 2nd, 3rd, 4th nine weeks, guided reading, cues and questions, summarizing, [Teaching Strategies]. SQ3R |
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Assessment Resources |
| |
| · |
assessment, teacher observation [assessment]. |
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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
|
| |
Instructional Resources |
| |
| · |
on-going skill in 2nd, 3rd, 4th nine weeks, note taking, cues and questions [Teaching Strategies]. create graphic organizers, guided and individual reading, reciprocal reading |
|
| |
Assessment Resources |
| |
| · |
journal writing, write using past personal experiences [Teaching Strategies]. Books- using past reading and personal experiences |
|
|
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
|
| |
Instructional Resources |
| |
| · |
on-going skill in 2nd, 3rd, 4th nine weeks, . [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
assessment, create their own KWL [assessment]. |
|
|
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
|
| |
Instructional Resources |
| |
| · |
on-going skill in 2nd, 3rd, 4th nine weeks, . [Teaching Strategies]. |
|
| |
Assessment Resources |
| |
| · |
running records, . [Textbook]. |
|
|
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
|
| |
Assessment Resources |
| |
| · |
observation, . [Teaching Strategies]. |
|
|
Consonant: 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 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Modeling, practice and rhymes [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
assessment, written work [assessment]. |
|
|
Prefixes
The learner will be able to
correctly spell words that have a prefix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prefix |
Comprehension |
Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Practice, base words and their prefixes [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
assessment, choose or write the correct spelling of that word [assessment]. |
|
|
Suffix: Spell
The learner will be able to
correctly spell words which have a suffix.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Comprehension |
Master |
2.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Modeling, practice identifying base words [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
assessment, choose or write the correct spelling of the word [assessment]. |
|
|
|
Study and Research Skills
|
Dictionary: Syllables
The learner will be able to
use a sample dictionary entry to determine a word's syllables.
| 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
|
|
Dictionary: Pronunciation
The learner will be able to
discern the correct pronunciation of a word from a dictionary entry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dictionary |
Comprehension |
Master |
0.5 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
|
Sources: Appropriate
The learner will be able to
determine the best source for finding specific information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reference |
Comprehension |
Master |
1.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
|
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
|
|
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
|
|
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 |
3.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
|
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 |
3.0 |
Stanford Achievement Test (SAT-9), Version 9, Primary 3 week tested: 5. |
Classroom
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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
|
|
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 |
2.0 |
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R Standard 1 week tested: 22. |
Classroom
|
|
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
|
|
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 |
|
AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV Standard 1 week tested: 22. |
Classroom
|
|
|
