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Guardian Angels School |
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Guardian Angles Language Arts |
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Language Arts - Grade K |
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Author: Exploring
The learner will be able to
explore books of a favorite author.
| Strand |
Scope |
Source |
| Author |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Story: Understand
The learner will be able to
understand a developmentally appropriate story.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 7, Reading: Story Comprehension tested in week 7 of next year. |
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Genre: Print/Nonprint
The learner will be able to
use an understanding of genres to create, evaluate, and/or discuss print and nonprint materials.
| Strand |
Scope |
Source |
| Genre |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
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Classic Literature: Read/Understand
The learner will be able to
read and understand classic literature.
| Strand |
Scope |
Source |
| Classic Literature |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
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Contemporary Literature
The learner will be able to
read and understand contemporary literature.
| Strand |
Scope |
Source |
| Contemporary Literature |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
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Fiction
The learner will be able to
read and understand fiction.
| Strand |
Scope |
Source |
| Fiction |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
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Genre: Variety
The learner will be able to
read a variety of genres.
| Strand |
Scope |
Source |
| Genre |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 2 |
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Historical Context: Historical Period
The learner will be able to
read literature from various historical periods.
| Strand |
Scope |
Source |
| Historical Fiction/Context |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 2 |
|
Nonfiction: Understand
The learner will be able to
read and understand nonfiction reading materials.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
Nonfiction: Analyzing
The learner will be able to
classify, organize, and recall details read in a nonfiction passage.
| Strand |
Scope |
Source |
| Informational Text |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
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Short Story: Analyzing
The learner will be able to
analyze a short story for details, emotions, and events, and predict the outcomes of the story.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
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Short Story: Construct Meaning
The learner will be able to
construct meaning from a short story by interpreting details, the title, character motives and feelings, and by predicting outcomes.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Fiction: Story
The learner will be able to
read and understand a fictitious story.
| Strand |
Scope |
Source |
| Fiction |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
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Informational
The learner will be able to
read and understand an informational, nonfiction story.
| Strand |
Scope |
Source |
| Informational Text |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
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Expression: Recognize Errors
The learner will be able to
recognize and correct errors in language expression.
| Strand |
Scope |
Source |
| Language Expression |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 7, Language: Usage and Expression tested in week 7 of next year. |
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Usage: Demonstrate/Standard
The learner will be able to
demonstrate standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 7, Language: Usage and Expression tested in week 7 of next year. |
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Usage: Spell/Context/Demonstrate
The learner will be able to
demonstrate correct spelling in context.
| Strand |
Scope |
Source |
| Usage |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 7, Language: Spelling in Context tested in week 7 of next year. |
|
Usage: Capitalization/Demonstrate
The learner will be able to
demonstrate correct capitalization in context.
| Strand |
Scope |
Source |
| Usage |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 7, Language: Capitalization in Context tested in week 7 of next year. |
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Usage: Punctuation/Context/Demonstrate
The learner will be able to
demonstrate correct punctuation in context.
| Strand |
Scope |
Source |
| Usage |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 7, Language: Punctuation in Context tested in week 7 of next year. |
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Preposition: Positional
The learner will be able to
understand the use of positional prepositions and adverbs dealing with time, order, and location.
| Strand |
Scope |
Source |
| Preposition |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Conventions: Print/Nonprint
The learner will be able to
use an understanding of language conventions to create, evaluate, and/or discuss print and nonprint materials.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
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Conventions: Structure/Print/Nonprint
The learner will be able to
use an understanding of language structure to create, evaluate, and/or discuss print and nonprint materials.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
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Figurative Language: Print/Nonprint
The learner will be able to
use an understanding of figurative language to create, evaluate, and/or discuss print and nonprint materials.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
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Language Expression: Native Language
The learner will be able to
use native language to develop English language skills.
| Strand |
Scope |
Source |
| Language Expression |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 10 |
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Language Expression: Native Language
The learner will be able to
use native language to develop understanding across all content areas.
| Strand |
Scope |
Source |
| Language Expression |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 10 |
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Social: Language Communities/Participate
The learner will be able to
participate in a variety of language communities in a reflective, creative, informed, and/or analytical manner.
| Strand |
Scope |
Source |
| Language: Social |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 11 |
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Sentence Structure: Varied/Write
The learner will be able to
choose varied sentence structure to enhance effectiveness of writing.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
MI: Ed. Assessment Program (MEAP) - Writing Rubric, 1996, Grade 5, Grade 5, #3 tested in week 7 of next year. |
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Sequence: Comprehension
The learner will be able to
demonstrate comprehension by listening to a literary selection, and then retelling the story (including the main characters, the setting, and details in sequential order).
| Strand |
Scope |
Source |
| Sequence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Auditory Discrimination: Syntax
The learner will be able to
rely on a speaker's syntax, semantics, word sounds, and intonations to discern meaning.
| Strand |
Scope |
Source |
| Auditory Discrimination |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Questions: Oral Directions
The learner will be able to
formulate questions in response to an oral presentation, and present and follow directions given orally.
| Strand |
Scope |
Source |
| Questions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Story: Variety/Listen
The learner will be able to
listen to orally read stories from a variety of sources.
| Strand |
Scope |
Source |
| Story |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Draw Conclusion: Underlying Relationship
The learner will be able to
draw a conclusion from underlying relationships.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Character: Main
The learner will be able to
identify the main character from an orally read passage.
| Strand |
Scope |
Source |
| Character |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Character: Intent/Picture
The learner will be able to
select the picture which shows the inferred character intent from an orally read passage.
| Strand |
Scope |
Source |
| Character |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Character: Feelings/Picture
The learner will be able to
select a picture which shows inferred character feelings from orally read passage.
| Strand |
Scope |
Source |
| Character |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Character: Analyze
The learner will be able to
analyze characters in an orally read passage.
| Strand |
Scope |
Source |
| Character |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Directions: Follow
The learner will be able to
listen to and follow directions.
| Strand |
Scope |
Source |
| Directions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Sequence: Events/Identify
The learner will be able to
identify the sequence of events in an orally read passage.
| Strand |
Scope |
Source |
| Sequence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Sequence: Events/Order
The learner will be able to
order events in correct sequence.
| Strand |
Scope |
Source |
| Sequence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Sequence: Picture/Select
The learner will be able to
select a picture that best displays the sequence presented in an orally read passage.
| Strand |
Scope |
Source |
| Sequence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Setting: Passage/Identify
The learner will be able to
identify setting from orally read passage.
| Strand |
Scope |
Source |
| Setting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Detail: Recall
The learner will be able to
recall details from a sequence of information.
| Strand |
Scope |
Source |
| Detail |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Detail: Picture
The learner will be able to
identify the picture showing details from an orally read passage.
| Strand |
Scope |
Source |
| Detail |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Detail: Understand
The learner will be able to
understand factual details.
| Strand |
Scope |
Source |
| Detail |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Detail: Relevant/Irrelevant/Distinguish
The learner will be able to
distinguish between relevant and irrelevant details in an orally read passage.
| Strand |
Scope |
Source |
| Detail |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Predicting: Outcome/Events
The learner will be able to
predict the outcome of a set of events.
| Strand |
Scope |
Source |
| Predicting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Predicting: Outcome/Picture
The learner will be able to
select a picture predicting a story outcome from orally read passage.
| Strand |
Scope |
Source |
| Predicting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Main Idea: Identify
The learner will be able to
identify the main idea in an orally read passage.
| Strand |
Scope |
Source |
| Main Idea |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Main Idea: Picture/Implied
The learner will be able to
select the picture showing the implied main idea of an orally read passage.
| Strand |
Scope |
Source |
| Main Idea |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Informational Concept: Basic
The learner will be able to
understand basic informational concepts.
| Strand |
Scope |
Source |
| Informational Concept |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Relationship: Stated
The learner will be able to
understand stated relationships.
| Strand |
Scope |
Source |
| Relationship |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Non-Real: Situations/Identify
The learner will be able to
identify non-real situations in an orally read passage.
| Strand |
Scope |
Source |
| Real/Non-Real |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Behaviors: Diversity/Appreciation
The learner will be able to
develop a knowledge and appreciation of diversity in language use, patterns, and dialects of various ethnic groups, geographic areas, and social roles.
| Strand |
Scope |
Source |
| Listening Behaviors |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 9 |
|
Reading: Collaborative
The learner will be able to
explore reading within small peer groups.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Emergent Reading: Conventions
The learner will be able to
engage in the following reading behaviors: considering print conventions, holding books and turning pages correctly, and understanding the connection between print in a book and the message being read (to him/her) from the print.
| Strand |
Scope |
Source |
| Emergent Reading: Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Reading Behaviors: Attention Span
The learner will be able to
read or explore books for extended periods of time.
| Strand |
Scope |
Source |
| Reading Behaviors: Silent/Sustained |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Personal: Experiences/Relate
The learner will be able to
relate personal experiences to reading materials.
| Strand |
Scope |
Source |
| Reading Responses: Personal |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Main Idea: 1-2 Sentences
The learner will be able to
identify a picture showing the main idea from a one or two sentence passage read by the teacher.
| Strand |
Scope |
Source |
| Main Idea |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Directions: Picture
The learner will be able to
identify a picture showing directions.
| Strand |
Scope |
Source |
| Directions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Matching: Picture with Sentence
The learner will be able to
select the picture that best represents a given sentence.
| Strand |
Scope |
Source |
| Emergent Reading: Matching Pictures |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Strategies: Pictures/Using
The learner will be able to
use pictures to gain an understanding of the written text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Purposes: To Gain Insight
The learner will be able to
use reading materials as a source of new information.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
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Word: Simple
The learner will be able to
read simple words from familiar text sources, such as nursery rhymes and short stories.
| Strand |
Scope |
Source |
| Emergent Reading: Word |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Bias: Identify/Gender/Cultural
The learner will be able to
identify gender and cultural biases in pictures and written text.
| Strand |
Scope |
Source |
| Bias |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Comprehension: Display Skills
The learner will be able to
display comprehension skills.
| Strand |
Scope |
Source |
| Reading Behaviors |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
Evaluating: Reading Selections
The learner will be able to
study and evaluate written works.
| Strand |
Scope |
Source |
| Evaluating |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
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Interpretation: Variety of Sources
The learner will be able to
interpret a variety of reading materials.
| Strand |
Scope |
Source |
| Interpretation |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
Personal: Read
The learner will be able to
read for personal purposes.
| Strand |
Scope |
Source |
| Reading Purposes: Personal |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
Purposes: Community Needs
The learner will be able to
read to respond to community expectations.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
Purposes: Community Requests
The learner will be able to
read to respond to the requests of the community.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
Purposes: Human Experiences
The learner will be able to
read to understand a variety of human experiences presented in reading materials.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 2 |
|
Purposes: Information
The learner will be able to
read a variety of informational sources.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
Purposes: Occupation
The learner will be able to
read to respond to occupational expectations.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
Purposes: Occupational Needs
The learner will be able to
read to respond to occupational needs.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
Reading Behaviors: Appreciation
The learner will be able to
appreciate written texts.
| Strand |
Scope |
Source |
| Reading Behaviors: Affective |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
Reading Behaviors: Variety
The learner will be able to
read a variety of written works.
| Strand |
Scope |
Source |
| Reading Behaviors |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 2 |
|
Response: Interact/School
The learner will be able to
use individual reading experiences to interact with others in the school setting.
| Strand |
Scope |
Source |
| Reading Responses: Discussions |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
Response: Self/Understand
The learner will be able to
use literary knowledge as a basis for understanding him/herself.
| Strand |
Scope |
Source |
| Reading Responses: Affective |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
Collect Information: Obtain
The learner will be able to
read to obtain information.
| Strand |
Scope |
Source |
| Reading Purposes: Collect Information |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
Construct Meaning: Word/Context
The learner will be able to
demonstrate an understanding of the meaning of words in context.
| Strand |
Scope |
Source |
| Constructing Meaning |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
Prior Knowledge: Connecting
The learner will be able to
make connections to prior reading while reading.
| Strand |
Scope |
Source |
| Prior Knowledge |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
Prior Knowledge: Understand Text
The learner will be able to
use prior knowledge to understand texts.
| Strand |
Scope |
Source |
| Prior Knowledge |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
Purposes: Cultures
The learner will be able to
read to gain a better understanding of cultures.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
Purposes: Understanding
The learner will be able to
read to increase understanding.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
Strategies: Variety
The learner will be able to
use a variety of reading strategies.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
Textual Features: Influence Meaning
The learner will be able to
demonstrate an understanding of textual factors which influence meaning.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
Word Recognition: Meaning
The learner will be able to
use word recognition strategies to gain meaning from text.
| Strand |
Scope |
Source |
| Reading Strategies: Word Recognition |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
Analyze: Characters/Point of View
The learner will be able to
analyze story elements such as characters, point of view, setting, and story line, and discuss how these elements are connected.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Character: Points of View
The learner will be able to
analyze characters and attribute specific points of view to characters in a literary selection.
| Strand |
Scope |
Source |
| Character |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Cues: Construct Meaning
The learner will be able to
utilize a variety of cues to construct meaning from a reading selection (illustrations, titles, content).
| Strand |
Scope |
Source |
| Constructing Meaning: Cues |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Classification
The learner will be able to
categorize information found in a reading passage.
| Strand |
Scope |
Source |
| Classification |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Detail: Long Passage
The learner will be able to
identify story detail from long passage.
| Strand |
Scope |
Source |
| Detail |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Draw Conclusion: Passage
The learner will be able to
draw logical and supported conclusions from passages.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Main Idea: Long Passage
The learner will be able to
identify the main idea in a long passage.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Sequence: Information
The learner will be able to
sequence details and events from a literary selection.
| Strand |
Scope |
Source |
| Sequence |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Summary: Identify
The learner will be able to
identify the best summary of a given passage.
| Strand |
Scope |
Source |
| Summary |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Trait: Determine
The learner will be able to
determine character description.
| Strand |
Scope |
Source |
| Character: Trait |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Trait: Identify/Short Passage
The learner will be able to
identify character traits from a short passage.
| Strand |
Scope |
Source |
| Character: Trait |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
General: Personal Experiences
The learner will be able to
share personal experiences (facts and opinions), stories (with a beginning, middle, and end), and belongings (during show and tell), initiate and sustain dialogues, and give one step directions to others.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Pronunciation: Common Words
The learner will be able to
clearly pronounce words common to grade level.
| Strand |
Scope |
Source |
| Pronunciation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Pronunciation: Silent Letters
The learner will be able to
pronounce words which have silent letters.
| Strand |
Scope |
Source |
| Pronunciation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Pronunciation: Initial Sound/Substitute
The learner will be able to
perform substitution of initial sounds in pronouncing words.
| Strand |
Scope |
Source |
| Pronunciation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Purposes: Self-Selected
The learner will be able to
speak for a variety of self-selected purposes.
| Strand |
Scope |
Source |
| Speaking Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 12 |
|
Purposes: Variety
The learner will be able to
speak for a variety of purposes.
| Strand |
Scope |
Source |
| Speaking Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
Audience: Adjust Speaking
The learner will be able to
adjust speaking to reflect different audiences.
| Strand |
Scope |
Source |
| Presentation: Audience |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
Expand: Picture/Word Log
The learner will be able to
expand vocabulary skills by compiling an alphabet picture book with letters, pictures for beginning sounds, and a list of his/her personal vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary: Expand/Build |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Matching: Word with Meaning
The learner will be able to
identify the definition of a vocabulary word.
| Strand |
Scope |
Source |
| Matching |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Matching: Orally Read Word
The learner will be able to
identify an orally read vocabulary word.
| Strand |
Scope |
Source |
| Matching |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Matching: Orally Read Word/Picture
The learner will be able to
identify an appropriate picture which represents a word read orally.
| Strand |
Scope |
Source |
| Matching |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Matching: Word/Picture
The learner will be able to
identify an appropriate picture which represents the meaning of a given phrase or word.
| Strand |
Scope |
Source |
| Matching |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Sentence Completion: Picture
The learner will be able to
identify the appropriate picture needed to complete a sentence.
| Strand |
Scope |
Source |
| Complete Sentence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Context: Word to Fit Context
The learner will be able to
select the word which best satisfies the context of a given sentence or passage.
| Strand |
Scope |
Source |
| Context |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Vocabulary: Apply
The learner will be able to
apply an understanding of vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 7, Reading: Vocabulary tested in week 7 of next year. |
|
Appropriate: Write/Effectiveness/Enhance
The learner will be able to
choose appropriate words to enhance effectiveness of writing.
| Strand |
Scope |
Source |
| Word Choice: Appropriate |
Master |
MI: Ed. Assessment Program (MEAP) - Writing Rubric, 1996, Grade 5, Grade 5, #3 tested in week 7 of next year. |
|
Context: Word Meaning
The learner will be able to
infer word meaning from context.
| Strand |
Scope |
Source |
| Context |
Master |
MI: Educational Assessment Program (MEAP), 1994, Fourth Grade tested in week 7 of next year. |
|
Final Sound: Written Word
The learner will be able to
identify the final sound of a word given the written form.
| Strand |
Scope |
Source |
| Final Sound |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Initial Sound: Written Word
The learner will be able to
identify the initial sound of a word, given the written form.
| Strand |
Scope |
Source |
| Initial Sound |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Rhyming: Picture
The learner will be able to
identify the picture whose name rhymes with the sounds in a given sentence.
| Strand |
Scope |
Source |
| Rhyming |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Rhyming Words: Orally Read
The learner will be able to
identify the rhyming sound of two orally read words.
| Strand |
Scope |
Source |
| Rhyming |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Word Building: Affixes
The learner will be able to
build words by adding affixes.
| Strand |
Scope |
Source |
| Word Building |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Letters: Isolation
The learner will be able to
identify any written letter in the alphabet presented in isolation.
| Strand |
Scope |
Source |
| Letters |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Letters: Matching
The learner will be able to
visually associate the same letters (upper and lower case).
| Strand |
Scope |
Source |
| Letters |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Word: Describing/Match Picture
The learner will be able to
identify the describing word for a given illustration.
| Strand |
Scope |
Source |
| Word |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Word: Isolation
The learner will be able to
identify a word presented in isolation.
| Strand |
Scope |
Source |
| Word |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Word: Match Picture
The learner will be able to
select the word that identifies a given illustration.
| Strand |
Scope |
Source |
| Word |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Word: Matching Same/Visual
The learner will be able to
visually associate the same words.
| Strand |
Scope |
Source |
| Word |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Orally Read: Identify/Final Sound
The learner will be able to
identify the final sound of an orally read word.
| Strand |
Scope |
Source |
| Final Sound: Orally Read |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Orally Read: Identify/Picture
The learner will be able to
identify the final sound of an orally read word, given an illustration.
| Strand |
Scope |
Source |
| Final Sound: Orally Read |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Orally Read: Identify/Written Word
The learner will be able to
identify the final sound of a word, which is both written and orally read.
| Strand |
Scope |
Source |
| Final Sound: Orally Read |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Oral Read: Identify/Illustration
The learner will be able to
identify the final sound of an orally read word, given the written word and an illustration.
| Strand |
Scope |
Source |
| Final Sound: Orally Read |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Match: Visually Associate
The learner will be able to
visually associate beginning sounds in two words.
| Strand |
Scope |
Source |
| Initial Sound: Match |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Orally Read: Identify/Initial Sound
The learner will be able to
identify the initial sound of an orally read word, given the written word and an illustration.
| Strand |
Scope |
Source |
| Initial Sound: Orally Read |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Orally Read: Identify
The learner will be able to
identify the initial sound of an orally read word.
| Strand |
Scope |
Source |
| Initial Sound: Orally Read |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Orally Read: Word/Picture
The learner will be able to
identify the initial sound of an orally read word, given an illustration.
| Strand |
Scope |
Source |
| Initial Sound: Orally Read |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Orally Read: Written Word
The learner will be able to
identify the initial sound of an orally read word, given the written form of the word.
| Strand |
Scope |
Source |
| Initial Sound: Orally Read |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Sounds: Identify/Isolation
The learner will be able to
identify a letter of the alphabet with the letter's sound read in isolation.
| Strand |
Scope |
Source |
| Letters: Sounds |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Sounds: Identify Relationship/Isolation
The learner will be able to
identify the relationship between letters and sounds, given the letters in isolation.
| Strand |
Scope |
Source |
| Letters: Sounds |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Orally Read: Identify/Isolation
The learner will be able to
identify an orally read word in isolation.
| Strand |
Scope |
Source |
| Word: Orally Read |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Orally Read: Identify/Context
The learner will be able to
identify a word within the context of an orally read sentence.
| Strand |
Scope |
Source |
| Word: Orally Read |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Sentence: Isolation
The learner will be able to
read a given sentence presented in isolation.
| Strand |
Scope |
Source |
| Emergent Reading: Number/Sentence/Symbol |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Invented Writing
The learner will be able to
exhibit invented writing behaviors: holding a pencil, controlling computer pointing devices, telling a story from his/her own invented writing, and drawing pictures to communicate thoughts.
| Strand |
Scope |
Source |
| Print/Cursive |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Conventions
The learner will be able to
understand the writing conventions of left to right, top to bottom, and upper or lower case letters.
| Strand |
Scope |
Source |
| Emergent Writing: Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Collection: Portfolio/Maintain
The learner will be able to
maintain a portfolio of drawings, writing, journal entries, etc., which shows growth as an emergent reader, writer, speaker, listener, and learner.
| Strand |
Scope |
Source |
| Portfolios: Collection |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Portfolio: Writing
The learner will be able to
write individual works to be added to his/her portfolio.
| Strand |
Scope |
Source |
| Portfolios |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Word: First/Last Name
The learner will be able to
write his/her first and last name from memory.
| Strand |
Scope |
Source |
| Emergent Writing: Word |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Kindergarten |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Scope |
Source |
| Audience |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
Purposes: Interact/School
The learner will be able to
use individual writing experiences to interact with others in the school setting.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
Writing as a Process: Audiences
The learner will be able to
utilize the writing process appropriately for different audiences.
| Strand |
Scope |
Source |
| Writing as a Process |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 5 |
|
Writing as a Process: Situations
The learner will be able to
utilize the writing process appropriately for different situations.
| Strand |
Scope |
Source |
| Writing as a Process |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 5 |
|
Purposes: Own
The learner will be able to
write for his/her chosen purpose.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 12 |
|
Strategies: Variety
The learner will be able to
utilize a variety of writing strategies.
| Strand |
Scope |
Source |
| Writing Strategies |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 5 |
|
Composition: Beginning/Middle/End
The learner will be able to
write a composition including a definite beginning, middle and end.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
MI: Ed. Assessment Program (MEAP) - Writing Rubric, 1996, Grade 5, Grade 5, #3, Grade 5, #4 tested in week 7 of next year. |
|
Conventions: Apply
The learner will be able to
apply the skillful use of writing conventions to enhance effects of writing.
| Strand |
Scope |
Source |
| Emergent Writing: Conventions |
Master |
MI: Ed. Assessment Program (MEAP) - Writing Rubric, 1996, Grade 5, Grade 5, #4 tested in week 7 of next year. |
|
Main Idea: Develop
The learner will be able to
clearly develop main ideas.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MI: Ed. Assessment Program (MEAP) - Writing Rubric, 1996, Grade 5, Grade 5, #3, Grade 5, #4 tested in week 7 of next year. |
|
Main Idea: State
The learner will be able to
clearly state the central idea when writing.
| Strand |
Scope |
Source |
| Main Idea |
Master |
MI: Ed. Assessment Program (MEAP) - Writing Rubric, 1996, Grade 5, Grade 5, #3, Grade 5, #4 tested in week 7 of next year. |
|
Voice: Sentence Structure
The learner will be able to
convey writer's voice through sentence structure.
| Strand |
Scope |
Source |
| Voice |
Master |
MI: Ed. Assessment Program (MEAP) - Writing Rubric, 1996, Grade 5, Grade 5, #4 tested in week 7 of next year. |
|
Voice: Word Choice
The learner will be able to
convey writer's voice through word choice.
| Strand |
Scope |
Source |
| Voice |
Master |
MI: Ed. Assessment Program (MEAP) - Writing Rubric, 1996, Grade 5, Grade 5, #4 tested in week 7 of next year. |
|
Communicating: Effective
The learner will be able to
recognize and apply the qualities of effective communication techniques in writing and speaking.
| Strand |
Scope |
Source |
| Communication Processes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
Communicating: Purposes/Audiences
The learner will be able to
communicate using language arts processes for a variety of purposes and audiences.
| Strand |
Scope |
Source |
| Communication Processes |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
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