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Guardian Angels School |
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Guardian Angles Language Arts |
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Language Arts - Grade 5 |
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Informational Sources: Synthesizing
The learner will be able to
make connections among sources, authors, and daily experiences by synthesizing information read in three entries of a particular resource (newspapers, magazines, books) and judging the information on specific criteria (set by teacher and/or student) such as the value of the information, how well the authors of the sources made and substantiated their points, etc.
| Strand |
Scope |
Source |
| Informational Text |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Narrative Patterns: Applying
The learner will be able to
recognize and apply narrative patterns.
| Strand |
Scope |
Source |
| Narrative |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Short Story: Analyze
The learner will be able to
analyze short stories.
| Strand |
Scope |
Source |
| Story/Short Story |
Introduce |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 12, Reading: Analysis and Generalization tested in week 7 of next year. |
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Idiom: Define/Interpret
The learner will be able to
define and interpret idioms.
| Strand |
Scope |
Source |
| Idiom |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Sentence Combining: Multiple Sentences
The learner will be able to
combine a series of sentences by adding a phrase or clause, using conjunctions for smooth transitions, and using compound predicates, subjects, and objects.
| Strand |
Scope |
Source |
| Sentence Structure/Combine Sentences |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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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 |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 12, Language: Usage and Expression tested in week 7 of next year. |
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Simile: Recognize
The learner will be able to
show an understanding of similes by reading sentences and choosing the best similes for the underlined words or phrases.
| Strand |
Scope |
Source |
| Metaphor/Simile |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Metaphor: Interpret
The learner will be able to
interpret metaphors and show an understanding of how they are used in comparisons.
| Strand |
Scope |
Source |
| Metaphor/Simile |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Usage: Demonstrate/Standard
The learner will be able to
demonstrate standard language usage.
| Strand |
Scope |
Source |
| Usage |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 12, 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 double negatives, verb forms, subject-verb agreement, redundancies, and clarity.
| Strand |
Scope |
Source |
| Sentence Structure: Edit |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Conjunction: Use
The learner will be able to
correctly use conjunctions in a sentence.
| Strand |
Scope |
Source |
| Conjunction |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Punctuation: Use
The learner will be able to
use periods (in abbreviations and at the end of sentences), question marks, exclamation marks, commas (in letter openings/closings, dates, between cities and states, and with direct quotes), and apostrophes (possessives and contractions).
| Strand |
Scope |
Source |
| Punctuation |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Comma: Understand
The learner will be able to
edit sentences for the correct use of commas and show an understanding of how commas alter meaning.
| Strand |
Scope |
Source |
| Comma |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 12, Language: Punctuation tested in week 7 of next year. |
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Capitalization: Complete Sentence
The learner will be able to
apply knowledge of capitalization rules by identifying the correct capitalization required to complete a given sentence.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 12, Language: Capitalization tested in week 7 of next year. |
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Summary: Summarize/Respond
The learner will be able to
summarize oral presentations given by others, and respond appropriately to another by paraphrasing their point of view and providing counterpoints.
| Strand |
Scope |
Source |
| Summary |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Speech: Content/Critique
The learner will be able to
critique a speaker for speech content (ideas selected for speech, organization of ideas, facts and opinions given as support, appropriateness of topic for given audience).
| Strand |
Scope |
Source |
| Speech |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Questions: Clarify/Analyze/Synthesize
The learner will be able to
formulate questions which require a speaker to clarify meaning, analyze, and synthesize information.
| Strand |
Scope |
Source |
| Questions |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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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 |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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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 |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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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 |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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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, Fifth Grade |
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Inference: Orally Read Passage
The learner will be able to
make inferences from an orally read passage.
| Strand |
Scope |
Source |
| Inference |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Story Elements: Revising
The learner will be able to
add new details, characters, or a new ending, to a short story. The additions should reflect a familiarity with the story and be consistent with the story in some way (style, theme, etc.).
| Strand |
Scope |
Source |
| Story Elements |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Story Elements: Response
The learner will be able to
read a grade level appropriate story and demonstrate comprehension of the story by taking one element (a character, the setting, a theme) and writing an original story which develops and elaborates on the element by placing it in a new scenario. (e.g., Write an original story which captures the themes of maturity, personal growth, rites of passage, and becoming an adult from a young adult literary selection.) The student must identify the element, explore it, and capture it in an original piece. The student should also write a reflection piece which explains why specific creative decisions were made in writing the original story.
| Strand |
Scope |
Source |
| Story Elements |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Strategies: Self-Checking
The learner will be able to
develop methods for self-checking comprehension (rereading, self-questioning, skimming, responding in writing, summarizing, listing events in sequential order, separating causes/effects and facts/opinions, and thinking about the logical next steps, words, events of a story).
| Strand |
Scope |
Source |
| Reading Strategies |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Interpretation: Variety of Sources
The learner will be able to
interpret a variety of reading materials.
| Strand |
Scope |
Source |
| Interpretation |
Introduce |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 12, 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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Relationship
The learner will be able to
analyze and discuss cause and effect, fact and opinion, propaganda, and assumptions in literature, in small group settings, and in written responses.
| Strand |
Scope |
Source |
| Relationship |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Response: Judging
The learner will be able to
read and interpret selections of fiction and nonfiction, and be able to make inferences, draw conclusions, and judge the selections on a given set of criteria.
| Strand |
Scope |
Source |
| Reading Responses: Critical |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Construct Meaning: Clues
The learner will be able to
consider book titles, chapter titles, illustrations, and prior exposure (to topics, genres, authors, time periods, etc.) as clues to constructing meaning.
| Strand |
Scope |
Source |
| Constructing Meaning: Strategies |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Response Logs
The learner will be able to
keep a reading response log which includes sections for detailing events, and for providing an emotional and/or intellectual reaction to story elements. Such a log should be referred to by the student as a measure of the student's growth as a reader, for topics for group discussions, and as a way to become an engaged reader.
| Strand |
Scope |
Source |
| Reading Responses: Logs |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Response: Short Paper
The learner will be able to
write a brief response to a short passage which addresses the necessary points and details and shows an understanding of the passage.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Main Idea: Implied
The learner will be able to
identify the implied main idea of a given passage.
| Strand |
Scope |
Source |
| Main Idea |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Predict Outcome: Nonfiction
The learner will be able to
demonstrate the ability to predict the outcome of a given nonfiction passage (using details from the text to justify an outcome).
| Strand |
Scope |
Source |
| Predicting |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Fact: Understand
The learner will be able to
understand facts in a reading selection.
| Strand |
Scope |
Source |
| Fact/Opinion |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 12, Reading: Factual Understanding tested in week 7 of next year. |
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Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Scope |
Source |
| Fact/Opinion |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Summary: Passage Elements
The learner will be able to
read a given passage and summarize the main ideas, facts, and details of the passage.
| Strand |
Scope |
Source |
| Summary |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade.; MI: Educational Assessment Program (MEAP), 1994, Seventh Grade tested in week 7 of next year |
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Passage Elements: Contrast
The learner will be able to
find contrasts with passage elements.
| Strand |
Scope |
Source |
| Story Elements |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Story Elements: Make Inferences
The learner will be able to
make inferences about the elements of a story.
| Strand |
Scope |
Source |
| Story Elements |
Introduce |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 12, Reading: Inference and Interpretation tested in week 7 of next year. |
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Sources of Text
The learner will be able to
determine the source of a piece of text.
| Strand |
Scope |
Source |
| Source |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Sequence: Time/Identify
The learner will be able to
identify the time structure of a reading passage.
| Strand |
Scope |
Source |
| Sequence |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Generalization: Short Stories
The learner will be able to
develop generalizations about short stories.
| Strand |
Scope |
Source |
| Generalization |
Introduce |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 12, Reading: Analysis and Generalization tested in week 7 of next year. |
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Informative: Panel/Speech/Interview
The learner will be able to
present information to a group in a panel, speech, interview, or dramatization format using body language, eye contact, effective word choices and sentence construction, voice modulation, timing, and precise pronunciation to communicate.
| Strand |
Scope |
Source |
| Presentation: Informative |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Story: Retell/Summarize
The learner will be able to
orally retell or summarize a story.
| Strand |
Scope |
Source |
| Story |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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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 |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Edit: Contextual
The learner will be able to
edit for spelling using context clues, affixes, base words, and other spelling patterns, and make connections between word etymology, spelling, and meaning.
| Strand |
Scope |
Source |
| Editing |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Homophones
The learner will be able to
review sentences for the appropriate use and correct spelling of homophones.
| Strand |
Scope |
Source |
| Homophone |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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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 |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Vowels: Diphthongs
The learner will be able to
correctly use and spell diphthongs.
| Strand |
Scope |
Source |
| Vowel |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Vowels: Substitutions
The learner will be able to
correctly substitute vowel digraphs for diphthong sounds.
| Strand |
Scope |
Source |
| Vowel |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Root Words: Building
The learner will be able to
correctly spell words where an affix may or may not change the spelling of the root word.
| Strand |
Scope |
Source |
| Affix |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Sound/Letter: Multiple Representations
The learner will be able to
correctly spell words whose sounds have multiple letter representations (graphemes).
| Strand |
Scope |
Source |
| Multiple Letter Representation |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Spelling
The learner will be able to
choose a word that best completes a sentence and is spelled correctly.
| Strand |
Scope |
Source |
| Complete Sentence |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Irregular Words
The learner will be able to
correctly write words with irregular spelling.
| Strand |
Scope |
Source |
| Irregular Word |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Spelling: Applications
The learner will be able to
spell words correctly.
| Strand |
Scope |
Source |
| Spelling Applications |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 12, Language: Spelling tested in week 7 of next year. |
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Suffix: Spell
The learner will be able to
correctly spell words which have a suffix.
| Strand |
Scope |
Source |
| Suffix |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Study and Research Skills
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Research Project: Management
The learner will be able to
work in a group, as an actively participating member, to decide on a research topic, plan the project, set goals, make timelines for completing the project on time, develop a thesis statement, collect, compile, and synthesize information from a variety of sources, prepare a group presentation to inform others on the topic, and participate in the presentation using visual/audio aids.
| Strand |
Scope |
Source |
| Research Project |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Dictionary: Entry
The learner will be able to
find specific dictionary entries and details of dictionary entries: pronunciation of a specific letter in a given word, parts of speech, correct use of a word, and the number of syllables in a word.
| Strand |
Scope |
Source |
| Dictionary |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Index: Locate Information
The learner will be able to
locate page numbers for specific topics when given an index.
| Strand |
Scope |
Source |
| Index |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Encyclopedia: Locate Information
The learner will be able to
locate information in an encyclopedia.
| Strand |
Scope |
Source |
| Encyclopedia |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Stimuli: Dual/Synthesize
The learner will be able to
synthesize information in dual stimuli, such as information presented in both text and graphs.
| Strand |
Scope |
Source |
| Stimuli |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Card Catalog
The learner will be able to
use a card catalog to identify parts of a book (such as the author, topic, title, total pages, publisher, location of publisher, and information about the author).
| Strand |
Scope |
Source |
| Card Catalog |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Diagrams: Analyze
The learner will be able to
analyze a diagram.
| Strand |
Scope |
Source |
| Diagram |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Vocabulary: Substitution
The learner will be able to
read a passage from a grade level appropriate book, and make word substitutions, using synonyms and figures of speech, which accomplish a predetermined purpose (changing the mood of the passage, altering the passage to make it appropriate for a different audience, utilizing words which have connotations beyond a dictionary definition, and adding new information).
| Strand |
Scope |
Source |
| Vocabulary |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Connotation: Describe
The learner will be able to
study words, their multiple definitions and layers of meaning, and describe the connotations of specific words.
| Strand |
Scope |
Source |
| Connotation |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Writing: Poems
The learner will be able to
select vivid, precise, and interesting words to write haikus, cinquains, diamantes, limericks, and formula poems with consistent themes.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Compound Word: Define
The learner will be able to
define compound words in a sentence.
| Strand |
Scope |
Source |
| Compound Word |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Analogy: Create/Interpret
The learner will be able to
create and interpret analogies.
| Strand |
Scope |
Source |
| Analogy |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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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 |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Relationship
The learner will be able to
determine the meaning of a word through its relationship to another word.
| Strand |
Scope |
Source |
| Word Relationships |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Context: Technical
The learner will be able to
determine the meaning of unfamiliar technical terms by analyzing the context (a paragraph or more) in which the words are used.
| Strand |
Scope |
Source |
| Context |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Vocabulary: Apply
The learner will be able to
apply an understanding of vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 12, Reading: Vocabulary tested in week 7 of next year. |
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Strategies
The learner will be able to
execute writing strategies (compare/contrast, cause/effect, examples, case studies, elaboration, evidence, definition, sentence construction, organization of ideas, descriptive language, voice, and classification) with control and purpose in writing for pleasure, in content areas, and to communicate ideas and opinions to members of the community.
| Strand |
Scope |
Source |
| Writing Strategies |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Expository: Audience
The learner will be able to
write pieces which inform a given audience, and include logically organized and relevant ideas.
| Strand |
Scope |
Source |
| Expository |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
|
Descriptive: Character Letter
The learner will be able to
apply knowledge of a historical character and writing skills to create a one page letter which explains a modern invention to the character. The description should be appropriate for the historical character's educational background, age, time period, experiences, and tied in some way to the character's interests. The modern invention must be explained in clear, precise, and vivid terms. The pros, cons, functions, and appearance of the invention should be included. Each stage of the writing process (prewriting, drafting, revising, rewriting, editing, and publishing) should be self-evaluated, or evaluated by peers, parents, or teachers.
| Strand |
Scope |
Source |
| Descriptive |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Edit: Language Conventions
The learner will be able to
edit written works for the correct application of the following English language conventions: pronouns and their references, subject-verb agreement, irregular verbs, verb tenses, plural possessives, capitalization, punctuation (commas between cities/states, dates, after yes or no responses, after introductory phrases, and after nouns of direct address), and spelling.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Edit: Language Conventions
The learner will be able to
proofread sentences for punctuation errors and complete sentences using correct punctuation and capitalization.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Expressive: Feelings
The learner will be able to
write to express feelings and emotions.
| Strand |
Scope |
Source |
| Expressive |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
|
Topic Sentence: Create/Edit
The learner will be able to
create and edit a topic sentence which develops the topic of a given paragraph.
| Strand |
Scope |
Source |
| Paragraph Content: Topic Sentence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Collection: Compile/Different Areas
The learner will be able to
compile a portfolio of writing samples which includes writing from different content areas, reports, short stories, persuasive, and expository pieces, and poems with drafts from each stage of the writing process. The writing should reflect the writer's growth in such areas as writing strategies, vocabulary, language conventions, and interests throughout a month, semester, or year. The portfolio should also include an explanation of why the pieces were selected, a self-evaluation of progress, and a judgment statement on whether goals set by teacher and/or student were met.
| Strand |
Scope |
Source |
| Portfolios: Collection |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Persuasive: Strategies
The learner will be able to
write to persuade a given audience on a given topic utilizing word choices, language expressions, examples, metaphors, and other persuasion techniques.
| Strand |
Scope |
Source |
| Persuasive |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Sequence: Sentence Variety
The learner will be able to
logically order a series of simple, compound, and complex sentences.
| Strand |
Scope |
Source |
| Sequence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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Research Paper: Development
The learner will be able to
understand the development of a research paper.
| Strand |
Scope |
Source |
| Research Paper |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
|
Main Idea: Details/Subtopics
The learner will be able to
write a composition which includes a main idea, subtopics, and supporting details.
| Strand |
Scope |
Source |
| Main Idea |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
|
Edit: Proofreading
The learner will be able to
identify the word that is spelled incorrectly in a given sentence.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
|
Edit: Paragraph Coherence
The learner will be able to
edit a paragraph for cohesiveness, theme, and sequence of ideas.
| Strand |
Scope |
Source |
| Editing: Content |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
|
Conventions: Margins
The learner will be able to
write legibly within margins.
| Strand |
Scope |
Source |
| Emergent Writing: Conventions |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Fifth Grade |
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