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Guardian Angels School |
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Guardian Angles Language Arts |
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Language Arts - Grade 3 |
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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, Third Grade |
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Informational Sources: Synthesizing
The learner will be able to
begin to understand how to synthesize information from multiple sources by summarizing one to two entries on a single topic from a resource book (dictionary, encyclopedia, etc.).
| Strand |
Scope |
Source |
| Informational Text |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Short Story: Modeling
The learner will be able to
show an understanding of a short story, read independently, by mapping out an original story which models the grade level short story in terms of themes or genre. The map should incorporate characters, plot, climax, resolution, setting, and possibly illustrations. Then, using details included on the map, the student should write the original story.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Author: Identify
The learner will be able to
identify favorite authors.
| Strand |
Scope |
Source |
| Author |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Author: Compare/Contrast
The learner will be able to
compare and contrast different authors.
| Strand |
Scope |
Source |
| Author |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Author Intention
The learner will be able to
identify the author's purpose in a given passage.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Short Story: Analyze
The learner will be able to
analyze short stories.
| Strand |
Scope |
Source |
| Story/Short Story |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 10, Reading: Analysis and Generalization tested in week 7 of next year. |
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Genre: Identify
The learner will be able to
identify the genre of a given passage.
| Strand |
Scope |
Source |
| Genre |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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 |
|
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 |
|
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 |
|
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 |
|
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. |
|
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. |
|
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. |
|
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. |
|
Sentence Structure: Construction
The learner will be able to
recognize and construct complete sentences.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Conventions: Demonstrate Awareness
The learner will be able to
demonstrate an awareness of the conventions of the English language through writing samples and responses to the writing of others.
| Strand |
Scope |
Source |
| Language Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Noun: Plural/Possessive/Supply
The learner will be able to
supply the correct form of a plural, possessive, or plural possessive noun in a given sentence.
| Strand |
Scope |
Source |
| Noun |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Verb Tense: Complete Sentence/Forms
The learner will be able to
indicate the correct verb tense (including past, present, plural, and/or future forms) for a given sentence.
| Strand |
Scope |
Source |
| Verb Tense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Adverb: Choose Word/Phrase
The learner will be able to
choose the word or phrase with the correct adverb (including positive, comparative, and superlative forms) that best completes the sentence.
| Strand |
Scope |
Source |
| Adverb |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Fragment/Run-On: Edit
The learner will be able to
edit a series of sentences for fragments or run-ons.
| Strand |
Scope |
Source |
| Sentence Structure/Fragment/Run-On |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Sentence Combining: Three Sentences
The learner will be able to
combine a series of three simple sentences into one correct sentence by adding a phrase or clause, compound predicates, compound subjects, or cumulative adjectives.
| Strand |
Scope |
Source |
| Sentence Structure/Combine Sentences |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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 10, Language: Usage and Expression tested in week 7 of next year. |
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Adjective: Complete Sentence
The learner will be able to
choose the word or phrase with the correct adjective (including positive, comparative, and superlative forms) that best completes the sentence.
| Strand |
Scope |
Source |
| Adjective |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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 10, Language: Usage and Expression tested in week 7 of next year. |
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Edit: Context
The learner will be able to
edit a series of sentences for errors such as double negatives, verb forms, subject-verb agreement, and redundancies.
| Strand |
Scope |
Source |
| Sentence Structure: Edit |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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 |
|
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 |
|
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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Capitalization: Proper Nouns
The learner will be able to
capitalize proper nouns.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
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Capitalization: City/State
The learner will be able to
capitalize cities and states.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Comma: Series/Items/Identify
The learner will be able to
identify the correct use of a comma with items in a series.
| Strand |
Scope |
Source |
| Comma |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
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Comma: City/State
The learner will be able to
use a comma between a city and state.
| Strand |
Scope |
Source |
| Comma |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Comma: Dates
The learner will be able to
correctly use a comma in dates.
| Strand |
Scope |
Source |
| Comma |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Abbreviate: Period
The learner will be able to
correctly use a period at the end of an abbreviation.
| Strand |
Scope |
Source |
| Abbreviate/Initial |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 10, Language: Punctuation tested in week 7 of next year. |
|
Capitalization: Beginning of Sentence
The learner will be able to
capitalize the beginning of a sentence.
| Strand |
Scope |
Source |
| Capitalization: Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Capitalization: Pronoun "I"
The learner will be able to
capitalize the pronoun "I".
| Strand |
Scope |
Source |
| Capitalization: Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Capitalization: Initials
The learner will be able to
capitalize initials.
| Strand |
Scope |
Source |
| Capitalization: Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Capitalization: Direct Quote
The learner will be able to
capitalize the first word in a direct quote.
| Strand |
Scope |
Source |
| Capitalization: Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 10, Language: Capitalization tested in week 7 of next year. |
|
Title: Capitalize
The learner will be able to
capitalize a title.
| Strand |
Scope |
Source |
| Capitalization: Title |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Response: Story/Analyze/Discuss
The learner will be able to
analyze a story and discuss story elements after hearing it read aloud. This includes identifying the main idea, events, sequence, and details of the story.
| Strand |
Scope |
Source |
| Listening Responses |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Discussion: Group/Respond
The learner will be able to
respond to others (in a group discussion) by paraphrasing the comments of others, asking poignant questions, and demonstrating patience while listening.
| Strand |
Scope |
Source |
| Discussion |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Evaluating: Student/Teacher Criteria
The learner will be able to
evaluate the oral presentations given by others on the basis of a set of student/teacher developed criteria (cohesive main idea, consistent organization of supporting ideas, and effective speaking style).
| Strand |
Scope |
Source |
| Presentation: Evaluating |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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, Third Grade |
|
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 |
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Illustrator: Identify
The learner will be able to
identify the works of a favorite illustrator.
| Strand |
Scope |
Source |
| Illustrator |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Illustrator: Exploring
The learner will be able to
explore the pictures of his/her favorite illustrators.
| Strand |
Scope |
Source |
| Illustrator |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Illustrator: Compare/Contrast
The learner will be able to
compare and contrast different illustrators.
| Strand |
Scope |
Source |
| Illustrator |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Print/Nonprint: Techniques
The learner will be able to
use an understanding of media techniques to create, evaluate, and/or discuss print and nonprint materials.
| Strand |
Scope |
Source |
| Media Form: Print/Non-Print |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
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Character: Role Playing
The learner will be able to
demonstrate a familiarity with characters from a literary selection by engaging in role playing. (e.g., interviewing another student, who is role playing as a character from the selection, asking questions which address character motivations, points of view, and which explore ideas presented in the literary selection).
| Strand |
Scope |
Source |
| Character |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Story Elements: Mapping
The learner will be able to
apply reading skills by creating a story map for a short story. The story map should demonstrate the student's understanding of both key details and intangible concepts (themes, character's feelings, etc.).
| Strand |
Scope |
Source |
| Story Elements |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Story Elements: Interpreting
The learner will be able to
interpret literature by identifying, discussing, comparing, contrasting, and making connections about the story elements of one and/or two sources, in writing and in small group settings.
| Strand |
Scope |
Source |
| Story Elements |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Interpretation: Variety of Sources
The learner will be able to
interpret a variety of reading materials.
| Strand |
Scope |
Source |
| Interpretation |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 10, Reading: Inference and Interpretation tested in week 7 of next year..; National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
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Critical Thinking: Connecting
The learner will be able to
question and make associations about selected reading text.
| Strand |
Scope |
Source |
| Critical Thinking |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Construct Meaning: Strategies
The learner will be able to
utilize the following context and content strategies for constructing meaning from reading materials: using prior knowledge to understand what is read, recognizing familiar words, interpreting punctuation, syntax, and sentence structure as clues to how sentences should be read, and sounding out words.
| Strand |
Scope |
Source |
| Constructing Meaning: Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Response Logs
The learner will be able to
keep a reading response log which includes details from various reading selections and personal reactions to these selections. The student should use the log to review content, reflect on feelings, and to prepare to write or speak in a formal manner about a story.
| Strand |
Scope |
Source |
| Reading Responses: Logs |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Reading Selections: Select
The learner will be able to
independently select a variety of literature to read (nonfiction, fiction, articles, and multicultural sources) for pleasure and to obtain information.
| Strand |
Scope |
Source |
| Reading Behaviors: Selecting/Sharing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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, Third Grade |
|
Main Idea: Short Passage
The learner will be able to
identify the main idea from a short passage.
| Strand |
Scope |
Source |
| Main Idea |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Draw Conclusion: Short Passage
The learner will be able to
draw conclusions from a short reading passage.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Predict Outcome: Illustrations
The learner will be able to
use illustrations to predict outcomes.
| Strand |
Scope |
Source |
| Predicting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Predict Outcome: Scanning Text
The learner will be able to
scan text to predict outcome.
| Strand |
Scope |
Source |
| Predicting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Predict Outcome: Relationships
The learner will be able to
predict the outcome based on relating new information to prior knowledge.
| Strand |
Scope |
Source |
| Predicting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Fact: Understand
The learner will be able to
understand facts in a reading selection.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 10, Reading: Factual Understanding tested in week 7 of next year. |
|
Summary: Passage
The learner will be able to
summarize a reading passage in his/her own words.
| Strand |
Scope |
Source |
| Summary |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Story: Elements/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Scope |
Source |
| Story Elements |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Story Elements: Make Inferences
The learner will be able to
make inferences about the elements of a story.
| Strand |
Scope |
Source |
| Story Elements |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 10, Reading: Inference and Interpretation tested in week 7 of next year. |
|
Figurative Language: Infer Meaning
The learner will be able to
infer meaning from figurative language.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Onomatopoeia: Use
The learner will be able to
understand and use onomatopoeia.
| Strand |
Scope |
Source |
| Onomatopoeia |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Construct Meaning: Correct Mistakes
The learner will be able to
recognize and correct his/her own reading mistakes.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Sequence: Short Passage
The learner will be able to
identify the sequence in a short passage.
| Strand |
Scope |
Source |
| Sequence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Generalization: Passage
The learner will be able to
make a generalization based on passage elements.
| Strand |
Scope |
Source |
| Generalization |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Generalization: Short Stories
The learner will be able to
develop generalizations about short stories.
| Strand |
Scope |
Source |
| Generalization |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 10, Reading: Analysis and Generalization tested in week 7 of next year. |
|
Topic Sentence: Select
The learner will be able to
show reading comprehension by selecting the most appropriate topic sentence for a given paragraph.
| Strand |
Scope |
Source |
| Paragraph |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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, Third Grade |
|
Fact: Identify
The learner will be able to
identify a statement as a fact.
| Strand |
Scope |
Source |
| Fact |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Recurring: Identify
The learner will be able to
identify recurring themes in reading passages.
| Strand |
Scope |
Source |
| Themes: Recurring |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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 |
|
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: Opinions
The learner will be able to
express opinions (including support for the opinions) to a group, tell a story which includes characters, colorful details, a plot, climax, and a resolution, and give clear directions in a logical order to a group.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
General: Report/Poem/Story/Event
The learner will be able to
present a report, poem, story, or current event to a group while pronouncing words appropriately, forming complete sentences, keeping to topic, and showing an awareness of the purpose of the presentation (to inform, to entertain), body language, eye contact, and voice modulation.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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, Third Grade |
|
Story: Retell/Summarize
The learner will be able to
orally retell or summarize a story.
| Strand |
Scope |
Source |
| Story |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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 |
|
Sight Words
The learner will be able to
analyze a series of words and identify which word is spelled incorrectly.
| Strand |
Scope |
Source |
| Sight Word |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Edit: Contextual
The learner will be able to
develop an editing strategy for finding misspelled words within the context of editing for punctuation, grammar, and usage.
| Strand |
Scope |
Source |
| Editing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Strategies
The learner will be able to
develop a study method for learning how to spell new words (such as keeping a log of words misspelled frequently).
| Strand |
Scope |
Source |
| Spelling Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Double Letters
The learner will be able to
correctly spell words that have double letters.
| Strand |
Scope |
Source |
| Double Letter |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Spelling
The learner will be able to
choose a word that best completes a sentence and is spelled correctly.
| Strand |
Scope |
Source |
| Complete Sentence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Irregular Words
The learner will be able to
correctly write words with irregular spelling.
| Strand |
Scope |
Source |
| Irregular Word |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Spelling: Applications
The learner will be able to
spell words correctly.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 10, Language: Spelling tested in week 7 of next year. |
|
|
Study and Research Skills
|
|
|
Research Project: Group
The learner will be able to
participate as a member of a group working toward completing a research project. Group members should write a thesis, develop a plan for completing the necessary research, divide up responsibilities, and prepare a presentation of the topic which incorporates multimedia resources.
| Strand |
Scope |
Source |
| Research Project |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Research Skills: Evaluating Resources
The learner will be able to
evaluate the usefulness of a book (as a resource tool) by skimming the table of contents, index, glossary, diagrams, and the titles and beginnings of chapters.
| Strand |
Scope |
Source |
| Resource: Evaluating |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Library: Library Resources/Utilize
The learner will be able to
utilize library resources for information and media tools (computers, books, films, tapes, periodicals, and resource aids).
| Strand |
Scope |
Source |
| Reference: Library/Community |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Map: Street
The learner will be able to
interpret maps containing keys and intersecting streets, and show an understanding of how to communicate directions to and from specific points on the map.
| Strand |
Scope |
Source |
| Map |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Outline: Categorize
The learner will be able to
organize information in outline form by categorizing items and functions.
| Strand |
Scope |
Source |
| Outline |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Homework
The learner will be able to
complete assignments at home.
| Strand |
Scope |
Source |
| Study Skills |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Classifying: Properties of Concepts
The learner will be able to
classify properties of concepts.
| Strand |
Scope |
Source |
| Classification |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Glossary: Use
The learner will be able to
use a glossary.
| Strand |
Scope |
Source |
| Glossary |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Testing: Strategies
The learner will be able to
understand effective test taking strategies.
| Strand |
Scope |
Source |
| Testing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Chapter Titles: Organization
The learner will be able to
understand the organization of chapter titles.
| Strand |
Scope |
Source |
| Chapter Title |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Print Styles to Convey Meaning
The learner will be able to
understand the use of bold and italic letters in written works.
| Strand |
Scope |
Source |
| Print Style |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Diagrams: Use
The learner will be able to
read and utilize information organized in diagram form.
| Strand |
Scope |
Source |
| Diagram |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Friendly: Use Letter/Format
The learner will be able to
use the correct form for a friendly letter.
| Strand |
Scope |
Source |
| General Letter Writing: Friendly |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Research Skills: Issues/Interests
The learner will be able to
use research skills to explore issues and/or interests by posing problems.
| Strand |
Scope |
Source |
| Research Skills |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
Research Skills: Issues/Interests/Ideas
The learner will be able to
use research skills to explore issues and/or interests by generating ideas.
| Strand |
Scope |
Source |
| Research Skills |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
Evaluating: Variety
The learner will be able to
evaluate a variety of sources.
| Strand |
Scope |
Source |
| Resource: Evaluating |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
Media: Synthesize
The learner will be able to
synthesize information from a variety of media sources.
| Strand |
Scope |
Source |
| Reference Form: Media |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
Print/Nonprint: Read
The learner will be able to
read print and nonprint sources of information.
| Strand |
Scope |
Source |
| Reference Form: Print/Nonprint |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
Questions: Ask/Research Ideas
The learner will be able to
ask questions as a way to research ideas.
| Strand |
Scope |
Source |
| Research Skills: Questions |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
Research Skills: Question/Interest
The learner will be able to
generate questions about a topic of interest.
| Strand |
Scope |
Source |
| Research Skills |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
Research Technology: Communicate
The learner will be able to
use technological resources to communicate information.
| Strand |
Scope |
Source |
| Research Technology |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
Research Technology: Synthesize
The learner will be able to
synthesize information from technological resources.
| Strand |
Scope |
Source |
| Research Technology |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
Research Technology: Variety/Select
The learner will be able to
select information from a variety of technological resources.
| Strand |
Scope |
Source |
| Research Technology |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
Sources: Construct Meaning
The learner will be able to
use resources to construct meaning.
| Strand |
Scope |
Source |
| Reference |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
Sources: Reference/Communicate
The learner will be able to
use a variety of reference sources to communicate information.
| Strand |
Scope |
Source |
| Reference |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
Sources: Variety/Combine
The learner will be able to
combine information from a variety of sources in an effective manner.
| Strand |
Scope |
Source |
| Reference |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
Sources: Variety/Locate
The learner will be able to
locate a variety of sources.
| Strand |
Scope |
Source |
| Reference |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
Sources: Variety/Use
The learner will be able to
use a variety of sources.
| Strand |
Scope |
Source |
| Reference |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
Word Structure: Analyze Language
The learner will be able to
determine the meaning of unfamiliar words by analyzing language expressions and conventions (including antonyms, synonyms, definitions, explanations, descriptions, examples, etc.).
| Strand |
Scope |
Source |
| Structure |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Strategies
The learner will be able to
develop strategies for increasing his/her personal vocabulary (such as keeping a log of new words encountered in daily life, across the curriculum, and on class spelling lists, and their definitions).
| Strand |
Scope |
Source |
| Vocabulary Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Writing: Creative Writing
The learner will be able to
select interesting and accurate words when writing in various modes (stories, poetry, etc.), and practice incorporating new vocabulary words by creating simple analogies, haikus, diamantes, and rhyming couplets with consistent and cohesive themes.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Analyze: Contextual Analysis
The learner will be able to
use structural analysis and contextual clues to define unfamiliar words found in the course of reading.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Analyze |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Analogy: Understand
The learner will be able to
understand and complete analogies.
| Strand |
Scope |
Source |
| Analogy |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Sentence Completion
The learner will be able to
identify the vocabulary word that best completes a given sentence as read aloud by the teacher.
| Strand |
Scope |
Source |
| Complete Sentence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Context: Analyzing
The learner will be able to
determine the meaning of unfamiliar words by analyzing the context (a paragraph) in which the words are used.
| Strand |
Scope |
Source |
| Context |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Word Structure: Analyze
The learner will be able to
determine the meaning of unfamiliar words by analyzing word structure (bases, affixes).
| Strand |
Scope |
Source |
| Structure |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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 10, 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, Third Grade |
|
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, Third Grade |
|
Vowels: Auditory Discrimination
The learner will be able to
recognize the long and short sounds of vowels.
| Strand |
Scope |
Source |
| Vowel |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Vowels: Digraphs/Diphthongs
The learner will be able to
recognize the correct sound of digraphs and diphthongs given in context.
| Strand |
Scope |
Source |
| Vowel |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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, Third Grade |
|
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, Third Grade |
|
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, Third Grade |
|
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, Third Grade |
|
Prewriting: Conceptualizing
The learner will be able to
focus on prewriting and developing a draft with the confidence of knowing that there will be a specific time and stage (later in the process) in which to edit.
| Strand |
Scope |
Source |
| Prewriting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Drafting: First Draft
The learner will be able to
understand and produce a first draft.
| Strand |
Scope |
Source |
| Drafting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Essay: Style and Organization
The learner will be able to
explain the necessary components of narrative, expository, and persuasive writing (why and how these models are used), and practice these models.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Writing as a Process: Narrative
The learner will be able to
demonstrate the writing process (prewriting, drafting, revising, rewriting, editing, publishing) by writing a personal narrative which includes properly sequenced details (events, descriptions, etc.) as well as intangible features such as a theme, main ideas, mood, etc.
| Strand |
Scope |
Source |
| Writing as a Process |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Edit: Punctuation/Spelling
The learner will be able to
focus on the editing stage of the writing process by editing a final draft of writing for correct use of the following conventions: commas (cities/states, and months/years), apostrophes (in contractions and possessives), periods (as end marks and in abbreviations), and spelling.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Edit: Language Conventions
The learner will be able to
edit written works for the correct use of the following English language conventions: capitalization, periods, commas (cities/states, and month/year), apostrophes, spelling, and paragraph indentation.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Revise: Usage
The learner will be able to
revise writing to improve the following areas: sentence construction, the flow of ideas, and the clarity of an implied or stated main idea.
| Strand |
Scope |
Source |
| Revising: Language Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Writing Behaviors: Daily Writing
The learner will be able to
write daily for self growth and per teacher instructions.
| Strand |
Scope |
Source |
| Writing Behaviors |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Collection: Compile
The learner will be able to
compile a portfolio of writing samples which includes writing from different content areas, narratives, expository pieces, and short stories with drafts from each stage of the writing process. The portfolio should also include an explanation of why the pieces were selected and a self-evaluation of progress made in writing.
| Strand |
Scope |
Source |
| Portfolios: Collection |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Edit: Resources
The learner will be able to
use outside resources, such as a dictionary, to edit written works.
| Strand |
Scope |
Source |
| Editing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Technological Tools: Writing Equipment
The learner will be able to
use writing equipment, such as a computer or typewriter, with teacher assistance.
| Strand |
Scope |
Source |
| Writing Technologies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Expository: Paragraph
The learner will be able to
write an expository paragraph.
| Strand |
Scope |
Source |
| Expository |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Narrative: Short
The learner will be able to
write a brief narrative.
| Strand |
Scope |
Source |
| Narrative |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Persuasive: Paragraph
The learner will be able to
write a persuasive paragraph.
| Strand |
Scope |
Source |
| Persuasive |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Edit: Paragraph Coherence/Evaluate
The learner will be able to
proofread a paragraph for coherence.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
Cursive: Letters
The learner will be able to
form cursive letters.
| Strand |
Scope |
Source |
| Print/Cursive |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Third Grade |
|
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 |
|
Language: Chosen Purposes
The learner will be able to
use visual language for his/her chosen purposes.
| Strand |
Scope |
Source |
| Language Use |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 12 |
|
Visual Representation: Audience
The learner will be able to
adjust visual representations for a variety of audiences.
| Strand |
Scope |
Source |
| Visual Representation |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
Visual Representation: Communicate
The learner will be able to
produce visual representations to communicate with others.
| Strand |
Scope |
Source |
| Visual Representation |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
Visual Representation: Purposes
The learner will be able to
adjust visual representations for a variety of purposes.
| Strand |
Scope |
Source |
| Visual Representation |
Master |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
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