|
|
|
Guardian Angels School |
|
Guardian Angles Language Arts |
|
Language Arts - Language Arts I |
|
|
Nonfiction: Analyzing
The learner will be able to
classify, organize, and recall details read in a nonfiction passage.
| Strand |
Scope |
Source |
| Informational Text |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series.; MI: Educational Assessment Program (MEAP), 1994, Seventh 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 |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series.; MI: Educational Assessment Program (MEAP), 1994, Seventh Grade tested in week 7 of next year |
|
Narrative Patterns: Contrasting
The learner will be able to
recognize and contrast narrative patterns.
| Strand |
Scope |
Source |
| Narrative |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Comprehend: Short Story/Novel
The learner will be able to
demonstrate comprehension of a short story or novel by writing a response which discusses character motivation, how characters relate to their cultural settings, how the author uses foreshadowing, flashbacks, irony, figurative language, and symbolism to add depth to characters, and the author's point of view or perspective on the characters.
| Strand |
Scope |
Source |
| Genre: Comprehend/Understand |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Myth: Describe Key Elements
The learner will be able to
describe the key elements of the myth genre.
| Strand |
Scope |
Source |
| Mythology |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Fable: Describe Key Elements
The learner will be able to
describe the key elements of the fable genre.
| Strand |
Scope |
Source |
| Fable |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Fairy Tale: Describe Key Elements
The learner will be able to
describe the key elements of the fairy tale genre.
| Strand |
Scope |
Source |
| Fairy Tale |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Legend: Describe Key Elements
The learner will be able to
describe the key elements of the legend genre.
| Strand |
Scope |
Source |
| Legend |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Biography
The learner will be able to
read and understand a biography.
| Strand |
Scope |
Source |
| Biography |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Historical Fiction: Passages
The learner will be able to
read and understand a historical passage.
| Strand |
Scope |
Source |
| Historical Fiction/Context |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Poetry
The learner will be able to
read and understand a poem.
| Strand |
Scope |
Source |
| Poetry |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Informational
The learner will be able to
read and understand an informational, nonfiction story.
| Strand |
Scope |
Source |
| Informational Text |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series.; MI: Educational Assessment Program (MEAP), 1994, Seventh Grade tested in week 7 of next year |
|
Humorous Literature
The learner will be able to
understand the nuances of humorous literature.
| Strand |
Scope |
Source |
| Humorous Literature |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Short Story: Analyze
The learner will be able to
analyze short stories.
| Strand |
Scope |
Source |
| Story/Short Story |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 14, Reading: Analysis and Generalization tested in week 7 of next year. |
|
Narrative: Read/Understand
The learner will be able to
read and understand a descriptive, narrative story.
| Strand |
Scope |
Source |
| Narrative |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Narrative: Construct Meaning
The learner will be able to
construct meaning from a descriptive, narrative short story.
| Strand |
Scope |
Source |
| Narrative |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Science Fiction
The learner will be able to
read and understand a science fiction story.
| Strand |
Scope |
Source |
| Science Fiction |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Journal Entries
The learner will be able to
read and understand a journal entry.
| Strand |
Scope |
Source |
| Journal |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Verb Tense: Complete/Edit
The learner will be able to
complete and/or edit a given sentence with the correct verb tense (including the present, past, future, present perfect, past perfect, future perfect, and present perfect progressive).
| Strand |
Scope |
Source |
| Verb Tense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Subject-Verb: Complete/Edit Sentence
The learner will be able to
complete and/or edit a given sentence with the correct singular or plural form of the given verb (including present, present progressive, and past progressive).
| Strand |
Scope |
Source |
| Subject-Verb Agreement |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Idiom: Define/Interpret
The learner will be able to
define and interpret idioms.
| Strand |
Scope |
Source |
| Idiom |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Adverb: Select
The learner will be able to
select the correct adverb to complete a sentence.
| Strand |
Scope |
Source |
| Adverb |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Pronoun: Possessive/Complete
The learner will be able to
complete a given sentence with the correct possessive pronoun.
| Strand |
Scope |
Source |
| Pronoun |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Pronoun: Subject/Object
The learner will be able to
complete a given sentence with the correct subject or object pronoun.
| Strand |
Scope |
Source |
| Pronoun |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Pronoun: Indefinite/Possessive
The learner will be able to
choose the possessive or indefinite pronoun that best completes the sentence.
| Strand |
Scope |
Source |
| Pronoun |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Verb: Main/Helping
The learner will be able to
choose the appropriate main or helping verb for a given sentence.
| Strand |
Scope |
Source |
| Verb |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
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 14, Language: Usage and Expression tested in week 7 of next year. |
|
Adjective: Select
The learner will be able to
select the correct adjective to complete a sentence.
| Strand |
Scope |
Source |
| Adjective |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Metaphor/Simile: Interpret
The learner will be able to
interpret similes and metaphors given in a sentence.
| Strand |
Scope |
Source |
| Metaphor/Simile |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 14, Language: Usage and Expression tested in week 7 of next year. |
|
Edit: Context
The learner will be able to
edit a series of sentences for errors such as double negatives, verb forms, subject-verb agreement, redundancies, conciseness, and clarity.
| Strand |
Scope |
Source |
| Sentence Structure: Edit |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Subject: Context Clues/Use
The learner will be able to
complete given sentences with the appropriate subject, or compound subject, by using the contextual clues of the sentences.
| Strand |
Scope |
Source |
| Sentence: Subject |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Endmark: Sentence/Interjection
The learner will be able to
select the correct endmark for a given sentence or interjection.
| Strand |
Scope |
Source |
| Endmark |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Comma: Edit
The learner will be able to
edit sentences for the correct use of commas.
| Strand |
Scope |
Source |
| Comma |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Quotation Mark: Edit
The learner will be able to
edit for correct use of quotation marks.
| Strand |
Scope |
Source |
| Quotation Mark |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Apostrophe/Hyphen: Identify
The learner will be able to
identify the correct use of apostrophes and hyphens.
| Strand |
Scope |
Source |
| Apostrophe/Hyphen/Dash |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Apostrophe: Possessive
The learner will be able to
use apostrophes in possessives.
| Strand |
Scope |
Source |
| Apostrophe/Hyphen/Dash |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Contraction: Apostrophes
The learner will be able to
show an understanding of the use of apostrophes in contractions.
| Strand |
Scope |
Source |
| Contraction |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 14, Language: Punctuation tested in week 7 of next year. |
|
Colons/Commas/Semicolons
The learner will be able to
identify the correct use of a comma, colon, and semicolon.
| Strand |
Scope |
Source |
| Punctuation |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
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 14, Language: Capitalization tested in week 7 of next year. |
|
Capitalization: Word/Identify
The learner will be able to
determine which word in a given sentence requires capitalization.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Speech: Content/Paraphrase
The learner will be able to
recognize the agenda, main ideas, and supporting facts of a speech, and respond to the speaker by paraphrasing the speech and providing counterpoints.
| Strand |
Scope |
Source |
| Speech |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Speech: Critique Delivery
The learner will be able to
critique a speaker for delivery (voice modulation, gestures, posture, eye contact, pronunciation, articulation, and timing).
| Strand |
Scope |
Source |
| Speech |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Speech: Content/Analyze
The learner will be able to
develop the patience required to listen to a speaker, analyze the content of a speech, and respond with comments and questions which convey an understanding of the speech.
| Strand |
Scope |
Source |
| Speech |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Summary: Ideas/Opinions/Facts
The learner will be able to
provide a summary of the ideas, opinions, and facts delivered by a speaker.
| Strand |
Scope |
Source |
| Summary |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Detail: Distinguish
The learner will be able to
comprehend distinctions and draw logical conclusions from a passage read aloud by the teacher.
| Strand |
Scope |
Source |
| Detail |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Advertisement: Classified Ad
The learner will be able to
identify the information shown in a given help wanted, for sale, or service advertisement.
| Strand |
Scope |
Source |
| Advertisement |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Main Idea: Summarizing
The learner will be able to
summarize the implied or paraphrased main idea of a passage, and give evidence to support the summary.
| Strand |
Scope |
Source |
| Main Idea |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Predict Outcome: Narrative
The learner will be able to
read a descriptive narrative and predict an outcome based on the passage.
| Strand |
Scope |
Source |
| Predicting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Predict Outcome
The learner will be able to
draw upon a repertoire of reading comprehension strategies and information given in a passage to predict the possible and probable outcomes of the passage. The student should be able to describe how his/her predictions were made (i.e., which passage elements provided a bases for the predictions).
| Strand |
Scope |
Source |
| Predicting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Predict Outcome: Dialogue
The learner will be able to
analyze a dialogue and make logical predictions based on information contained in the passage.
| Strand |
Scope |
Source |
| Predicting |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Detail: Recalling
The learner will be able to
recall details from a passage (including events, characters, plot, climax, and resolution), arrange the details in sequential order, and describe elements of the passage both orally and in writing.
| Strand |
Scope |
Source |
| Detail |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Interpretation: Perspectives
The learner will be able to
recognize the multiple perspectives individuals bring to any one piece of literature, and make connections between daily life and literature by relating to characters and their circumstances.
| Strand |
Scope |
Source |
| Interpretation |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Interpretation: Variety of Sources
The learner will be able to
interpret a variety of reading materials.
| Strand |
Scope |
Source |
| Interpretation |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 14, 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 |
|
Dialogue: Detail
The learner will be able to
identify details, construct sequence, and predict outcomes when given a short dialogue between two characters.
| Strand |
Scope |
Source |
| Dialogue |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Questions: Abstract
The learner will be able to
formulate questions for peers which assess their understanding of a given passage at application, analysis, and evaluation levels, summarize the implied, paraphrased, or stated main idea of a passage, and give evidence to support the summary.
| Strand |
Scope |
Source |
| Questions |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Evaluating: Abstract Elements
The learner will be able to
evaluate literature for: inherent assumptions made by authors, underlying themes, propaganda, and similarities to other artistic forms (painting, sculpture, music, dance).
| Strand |
Scope |
Source |
| Evaluating |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Response Logs
The learner will be able to
maintain a reading response log which includes details from literary selections, and personal (emotional and intellectual) reactions to these details. The entries should demonstrate how the student relates universal themes in literature to daily life, and strategies the student uses to understand characters. The log might also include entries written after a class discussion on a literary selection. Such a log should be referred to by the student as a measure of the student's growth in literary analysis, and for ideas on more formal writing styles and topics for group discussions.
| Strand |
Scope |
Source |
| Reading Responses: Logs |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Response: Evaluating Essays
The learner will be able to
judge a peer's understanding of a literary selection by evaluating a peer's literary response essay with regards to the following elements: the clarity and validity of the thesis statement, the evidence provided for support of the thesis statement, examples from the literary selection, use of quotes, analysis of characters and plot, and connections made between the style, organizational structure, and meaning of the literary selection.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series.; MI: Educational Assessment Program (MEAP), 1994, Seventh Grade tested in week 7 of next year |
|
Information: Make/Visual Aids
The learner will be able to
make a Venn diagram, graph, table, flowchart, and other visual aids which organize information presented in a nonfiction piece. Such visual aids should reflect the main ideas, relevant supporting details, and the way such main ideas and supporting details are connected in the overall message of the nonfiction piece.
| Strand |
Scope |
Source |
| Organization: Information |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Main Idea: Paraphrased
The learner will be able to
identify the paraphrased main idea of a passage.
| Strand |
Scope |
Source |
| Main Idea |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Main Idea: Long Passage
The learner will be able to
identify the main idea in a long passage.
| Strand |
Scope |
Source |
| Main Idea |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 14, Reading: Factual Understanding tested in week 7 of next year. |
|
Directions: Written
The learner will be able to
understand and follow written instructions/directions.
| Strand |
Scope |
Source |
| Directions |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series.; MI: Educational Assessment Program (MEAP), 1994, Seventh Grade tested in week 7 of next year |
|
Character: Understand Development
The learner will be able to
read and understand a story dealing with character development.
| Strand |
Scope |
Source |
| Character |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Theme: Identify
The learner will be able to
identify the theme of a given reading passage.
| Strand |
Scope |
Source |
| Themes |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Theme: Compare/Two Versions
The learner will be able to
compare the way themes are presented in two versions of the same story.
| Strand |
Scope |
Source |
| Themes |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Persuasive: Letter
The learner will be able to
read and understand a persuasive letter using figurative language.
| Strand |
Scope |
Source |
| Persuasive |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Passage Elements: Contrast
The learner will be able to
find contrasts with passage elements.
| Strand |
Scope |
Source |
| Story Elements |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Story Elements: Make Inferences
The learner will be able to
make inferences about the elements of a story.
| Strand |
Scope |
Source |
| Story Elements |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 14, Reading: Inference and Interpretation tested in week 7 of next year. |
|
Compare: Passage Elements
The learner will be able to
compare passage elements.
| Strand |
Scope |
Source |
| Compare/Contrast |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Organization: Type
The learner will be able to
determine whether a reading passage is written in sequential or chronological order.
| Strand |
Scope |
Source |
| Organization |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Moral: Determine
The learner will be able to
determine the moral of a story.
| Strand |
Scope |
Source |
| Moral Lesson |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Moral: Interpret
The learner will be able to
interpret the moral lesson of a story.
| Strand |
Scope |
Source |
| Moral Lesson |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Plot: Identify
The learner will be able to
identify the plot of a reading passage.
| Strand |
Scope |
Source |
| Plot |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Plot: Compare
The learner will be able to
compare the plot development of two versions of the same story.
| Strand |
Scope |
Source |
| Plot |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Tone: Identify
The learner will be able to
identify the tone of a given passage.
| Strand |
Scope |
Source |
| Tone |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Tone: Poem
The learner will be able to
identify the tone of a poem.
| Strand |
Scope |
Source |
| Tone |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Dialogue: Two Characters
The learner will be able to
read and understand a short dialogue between two characters.
| Strand |
Scope |
Source |
| Dialogue |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Classification
The learner will be able to
categorize information found in a reading passage.
| Strand |
Scope |
Source |
| Classification |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Sequence: Time/Identify
The learner will be able to
identify the time structure of a reading passage.
| Strand |
Scope |
Source |
| Sequence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Sequence: Information
The learner will be able to
sequence details and events from a literary selection.
| Strand |
Scope |
Source |
| Sequence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Generalization: Passage
The learner will be able to
make a generalization based on passage elements.
| Strand |
Scope |
Source |
| Generalization |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Generalization: Short Stories
The learner will be able to
develop generalizations about short stories.
| Strand |
Scope |
Source |
| Generalization |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 14, Reading: Analysis and Generalization tested in week 7 of next year. |
|
Text Purpose: Introductory Paragraph
The learner will be able to
identify the purpose of an introductory paragraph.
| Strand |
Scope |
Source |
| Text Purpose |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Analyze: Plot Development/Reading
The learner will be able to
analyze plot development in a reading selection.
| Strand |
Scope |
Source |
| Plot: Analyze |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Analyze: Structure
The learner will be able to
analyze the structure of stories.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Recurring: Identify
The learner will be able to
identify recurring themes in reading passages.
| Strand |
Scope |
Source |
| Themes: Recurring |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Directions: Organized
The learner will be able to
give organized, properly sequenced, and cohesive directions orally.
| Strand |
Scope |
Source |
| Directions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Creative: Book Panel
The learner will be able to
participate in a book talk panel before a group. Such participation would include preparing by reading and studying a novel or short story, forming opinions about the novel or short story, listing support for opinions, and articulating views when on the panel.
| Strand |
Scope |
Source |
| Presentation: Creative |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Evaluator: Criteria/Write
The learner will be able to
demonstrate an awareness of the elements to be considered when giving an oral presentation by writing a set of criteria to evaluate other presenters.
| Strand |
Scope |
Source |
| Evaluator |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
General: Explain/Demonstrate
The learner will be able to
write and present a three minute speech which explains how to do something and/or demonstrates a process. The verbal and non-verbal cues should be appropriate for the speech, audience, and topic.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Strategies/Techniques: Oral Presentation
The learner will be able to
deliver an oral report, tell a legend, folktale, story, or fable, give a mock news broadcast or a report, participate in an interview, dramatize an event, or read a poem before a group utilizing rich language, speech intonations, timing, gestures, eye contact, voice modulation, and precise pronunciation to emphasize key points and to communicate a message effectively.
| Strand |
Scope |
Source |
| Communication Strategies/Techniques |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Discussion: Behaviors
The learner will be able to
exhibit the following behaviors while involved in a group discussion: take turns, respect the ideas and opinions of others, and face speakers.
| Strand |
Scope |
Source |
| Group Communication: Discussion |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Group: Self Expression
The learner will be able to
express ideas and opinions to a peer group.
| Strand |
Scope |
Source |
| Group Communication |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Group: Questions/Formulate
The learner will be able to
formulate questions which require analytical thinking by group members.
| Strand |
Scope |
Source |
| Group Communication |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Edit: Contextual
The learner will be able to
edit passages for misspelled words.
| Strand |
Scope |
Source |
| Editing |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Structural Units
The learner will be able to
use an understanding of structural units to complete a given sentence with the correctly spelled word.
| Strand |
Scope |
Source |
| Complete Sentence |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
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 14, Language: Spelling tested in week 7 of next year. |
|
Prefixes
The learner will be able to
correctly spell words that have a prefix.
| Strand |
Scope |
Source |
| Prefix |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Suffix: Spell
The learner will be able to
correctly spell words which have a suffix.
| Strand |
Scope |
Source |
| Suffix |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
|
Study and Research Skills
|
|
|
Research Project: Presentation
The learner will be able to
investigate a research topic (seeking out three or more resources/references), formulate a plan of action which details what will be investigated, when, and how, organize and synthesize the information from the sources, and create a presentation which conveys the information in a cohesive manner and gives credit to sources used.
| Strand |
Scope |
Source |
| Research Project |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Map: Road
The learner will be able to
use a key to identify locations and directions on a given road map.
| Strand |
Scope |
Source |
| Map |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Outline: Classify
The learner will be able to
classify information in an outline.
| Strand |
Scope |
Source |
| Outline |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Outline: Analyze
The learner will be able to
analyze information in an outline.
| Strand |
Scope |
Source |
| Outline |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Sources: Variety
The learner will be able to
understand that information comes from a variety of sources.
| Strand |
Scope |
Source |
| Reference |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Study Techniques
The learner will be able to
develop study techniques to prepare for exams.
| Strand |
Scope |
Source |
| Study Skills |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Testing: Written Directions
The learner will be able to
understand written test directions.
| Strand |
Scope |
Source |
| Testing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Testing: Formats
The learner will be able to
be familiar with various testing formats, such as multiple choice, essay, fill in the blank, and matching.
| Strand |
Scope |
Source |
| Testing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Testing: Oral Directions
The learner will be able to
follow test directions read aloud by the teacher.
| Strand |
Scope |
Source |
| Testing |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Organizing Information: Methods
The learner will be able to
determine the most effective method for organizing notes for a paper (i.e., alphabetical, chronological, etc.).
| Strand |
Scope |
Source |
| Organization |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Stimuli: Multiple/Analyze
The learner will be able to
analyze information from multiple stimuli.
| Strand |
Scope |
Source |
| Stimuli |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Stimuli: Dual/Analyze
The learner will be able to
analyze information presented 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, Language Arts Intermediate Series |
|
Stimuli: Multiple/Synthesize
The learner will be able to
synthesize information from multiple stimuli.
| Strand |
Scope |
Source |
| Stimuli |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Public Information: Synthesize
The learner will be able to
synthesize key elements from a public service poster.
| Strand |
Scope |
Source |
| Public Information |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Reference Form: Understand
The learner will be able to
determine which information is found in an atlas, thesaurus, almanac, index, bibliography, dictionary, timetable, and telephone directory.
| Strand |
Scope |
Source |
| Reference Form |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Table: Read
The learner will be able to
read and tabulate data displayed in a table or chart.
| Strand |
Scope |
Source |
| Table |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Research Skills: Take Notes
The learner will be able to
take notes from resource materials to be used for writing papers or for other projects.
| Strand |
Scope |
Source |
| Research Skills |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Research Skills: Synthesize
The learner will be able to
synthesize information from reference materials.
| Strand |
Scope |
Source |
| Research Skills |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Business: Identify/Style/Tone/Ideas
The learner will be able to
identify the proper style, tone, ideas expressed, recipient, return address, and date of a business letter.
| Strand |
Scope |
Source |
| Formal Letter Writing: Business |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Word Relationships
The learner will be able to
develop an understanding of the English language through studying words, synonyms, antonyms, homonyms, and homophones.
| Strand |
Scope |
Source |
| Word Relationships |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Vocabulary: Language Integration
The learner will be able to
incorporate words learned in subjects across the curriculum in daily speech and in various types of writing.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Connotation: Understanding/Demonstrate
The learner will be able to
demonstrate an understanding of the connotations of words by paraphrasing a passage (which includes unfamiliar words), and by rewriting a selection of prose or poetry (without altering themes) by substituting key words.
| Strand |
Scope |
Source |
| Connotation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Analyze: Contextual Analysis
The learner will be able to
define unfamiliar words using context clues such as affixes, figures of speech, root words, possessives, plurals, verb tense, sentence construction, and the details of a given sentence or passage.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Analyze |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Prefix: Word Meaning
The learner will be able to
identify the meaning of a word containing a prefix.
| Strand |
Scope |
Source |
| Prefix |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Suffix: Word Meaning
The learner will be able to
identify the meaning of a suffix in a given word.
| Strand |
Scope |
Source |
| Suffix |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Analogy: Complete
The learner will be able to
identify the answer choice that shows a relationship analogous to the one given.
| Strand |
Scope |
Source |
| Analogy |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Analogy: Create/Interpret
The learner will be able to
create and interpret analogies.
| Strand |
Scope |
Source |
| Analogy |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Synonym: In Context
The learner will be able to
determine the synonym of a vocabulary word used in context.
| Strand |
Scope |
Source |
| Synonym |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Antonym: In Context
The learner will be able to
determine the antonym of a vocabulary word used in context.
| Strand |
Scope |
Source |
| Antonym |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Base Words
The learner will be able to
identify the base or root of a given vocabulary word.
| Strand |
Scope |
Source |
| Base/Root Word |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Relationship
The learner will be able to
determine the meaning of a word through its relationship to another word.
| Strand |
Scope |
Source |
| Word Relationships |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
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 |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 14, Reading: Vocabulary tested in week 7 of next year. |
|
Edit: Applying
The learner will be able to
understand the editing stage of the writing process, and how to apply editing skills to his/her own written works and to the written works of peers.
| Strand |
Scope |
Source |
| Editing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Revise: Literary Elements
The learner will be able to
demonstrate the revising stage of the writing process by incorporating literary elements (including similes, metaphors, personification, allusion, characterization, compare/contrast, description, quotations, sensory images, examples, and analogies) in second drafts of writing as means to clarify and strengthen main points.
| Strand |
Scope |
Source |
| Revising |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Revise: Conceptualizing
The learner will be able to
understand the revising stage of the writing process, and how to approach drafts with specific goals for revisions.
| Strand |
Scope |
Source |
| Revising |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Drafting: Rewrite
The learner will be able to
understand the rewriting stage of the writing process as an opportunity to apply peer and teacher input, to add to the content, to improve the style, and even to begin a new draft (incorporating the input received in previous writing stages as prewriting exercises).
| Strand |
Scope |
Source |
| Drafting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Essay: Thesis Statement
The learner will be able to
write a thesis statement and substantiate the statement with details from the passage.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Essay: Thematic
The learner will be able to
develop an essay which includes logical topic sentences, supporting details, examples, rich language, smooth transitions, and a conclusion. The contents should be focused, free of irrelevant information and words, and presented in an organized format. Control over English language conventions should be employed (through the use of punctuation and sentence structure) to add power to the overall message of the essay.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Response: Journal
The learner will be able to
use writing abilities to provide an intellectual and personal response to reading selections in a journal.
| Strand |
Scope |
Source |
| Writing Responses |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Writing as a Process: Conceptualizing
The learner will be able to
utilize the writing process (prewriting, drafting, revising, rewriting, editing, publishing).
| Strand |
Scope |
Source |
| Writing as a Process |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Sequence: Logical
The learner will be able to
arrange sentences in their sequential, most logical order, identify which sentence does not logically fit with a group, and determine which sentence best fits within a paragraph.
| Strand |
Scope |
Source |
| Sentence Content |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Edit: Language Conventions
The learner will be able to
proofread a given passage for punctuation, capitalization, interjections, quotes, endmarks, contractions, and proper nouns.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Edit: Usage/Mechanics
The learner will be able to
focus on the editing stage of the writing process by editing for punctuation, grammar, sentence structure (simple, compound, and complex), word choice (incorporating action words and variety), and usage to create poignant, powerful, and expressive writing.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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, Language Arts Intermediate Series |
|
Transitions: Effective
The learner will be able to
form effective transitions, and evaluate the writing of others for effective transitions.
| Strand |
Scope |
Source |
| Transition |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Collection: Compile
The learner will be able to
compile a portfolio of writing samples which includes writing from different content areas, reports, research notes, short stories, persuasive, functional, and expository pieces, speeches, 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 |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Presentation: Pieces/Select
The learner will be able to
select pieces of writing from the original portfolio for a presentation portfolio which reflect a variety of writing styles (persuasive, narrative, expository), in final draft (polished) form. Each piece should be accompanied by a written explanation detailing reasons for the presentation portfolio selections (the basis for selections).
| Strand |
Scope |
Source |
| Portfolios: Presentation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Prewriting: Organize Notes
The learner will be able to
organize his/her notes on a given topic before beginning writing.
| Strand |
Scope |
Source |
| Prewriting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Prewriting: Evaluate Ideas
The learner will be able to
evaluate a list of ideas and judge which would make the most or least interesting story.
| Strand |
Scope |
Source |
| Prewriting |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Publishing: Prepare/Present
The learner will be able to
prepare and present written works to be shared with others.
| Strand |
Scope |
Source |
| Publishing |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Narrative: Events/Sequence
The learner will be able to
write a narrative which describes events in sequential order.
| Strand |
Scope |
Source |
| Narrative |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Research Paper: Development
The learner will be able to
understand the development of a research paper.
| Strand |
Scope |
Source |
| Research Paper |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Research Paper: Organize
The learner will be able to
organize the different parts of a research paper.
| Strand |
Scope |
Source |
| Research Paper |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Directions: Detail/Sequence
The learner will be able to
write detailed and sequenced directions.
| Strand |
Scope |
Source |
| Directions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Descriptive: Object/Idea
The learner will be able to
write to describe the qualities of an object or an idea.
| Strand |
Scope |
Source |
| Descriptive |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Main Idea/Supporting Details
The learner will be able to
write a composition which includes a main idea and supporting details.
| Strand |
Scope |
Source |
| Main Idea |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
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 |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Edit: Spelling
The learner will be able to
edit for correct spelling.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Edit: Paragraph Coherence
The learner will be able to
edit a paragraph for cohesiveness, theme, and sequence of ideas.
| Strand |
Scope |
Source |
| Editing: Content |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Edit: Content
The learner will be able to
edit the content of a passage for cohesiveness, clarity, diction, and effective sentences.
| Strand |
Scope |
Source |
| Editing: Content |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Topic Sentence: Add/Develop
The learner will be able to
add a topic sentence to a paragraph to introduce and develop the topic in an appropriate and relevant manner.
| Strand |
Scope |
Source |
| Paragraph Content: Topic Sentence |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Topic Sentence: Select/Develop
The learner will be able to
select a topic sentence to introduce a paragraph or select a sentence (thesis statement) that best develops a paragraph topic.
| Strand |
Scope |
Source |
| Paragraph Content: Topic Sentence |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Strategies: Engage/Mapping/Listening
The learner will be able to
engage in prewriting strategies such as mapping, listing, and clustering ideas.
| Strand |
Scope |
Source |
| Prewriting: Strategies |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Word Processing: Software/Utilize
The learner will be able to
utilize word processing software.
| Strand |
Scope |
Source |
| Writing Technologies: Word Processing |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
Criteria: Specific
The learner will be able to
evaluate writing when given specific criteria.
| Strand |
Scope |
Source |
| Evaluating Writing: Criteria |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Language Arts Intermediate Series |
|
|
