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Saint Matthew Parish School |
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Saint Matthew Parish School |
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Language Arts - Grade 2 |
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Informational: Questions/Respond
The learner will be able to
respond to questions to assist understanding of important elements of informational text.
| Strand |
Bloom's |
Scope |
Source |
| Informational Text |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.4 |
|
Informational: Questions/Generate
The learner will be able to
generate questions to assist understanding of important elements of informational text.
| Strand |
Bloom's |
Scope |
Source |
| Informational Text |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.4, Phonics Tool Kit 2.2 p.28 |
|
Author Intention: Understanding/Apply
The learner will be able to
apply an understanding of the author's intentions to comprehend informational text.
| Strand |
Bloom's |
Scope |
Source |
| Author: Intentions |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.3, Phonics Tool Kit 2.2 p.28 |
|
Children's Literature: Significant Works
The learner will be able to
read and respond to a wide range of significant works of children's literature, recognizing and discussing character, theme, plot, and setting.
| Strand |
Bloom's |
Scope |
Source |
| Children's Literature |
|
Master |
IN: Academic Standards, 2000, Grade 2, Standard 3 |
|
Picture Books
The learner will be able to
read and understand stories shown in picture books.
| Strand |
Bloom's |
Scope |
Source |
| Pattern Book |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Pattern Books
The learner will be able to
read and understand pattern books.
| Strand |
Bloom's |
Scope |
Source |
| Pattern Book |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Fairy Tale
The learner will be able to
read and understand a fairy tale.
| Strand |
Bloom's |
Scope |
Source |
| Fairy Tale |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Poetry
The learner will be able to
read and understand a poem.
| Strand |
Bloom's |
Scope |
Source |
| Poetry |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Informational Text: Read/Various
The learner will be able to
read various informational materials.
| Strand |
Bloom's |
Scope |
Source |
| Informational Text |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 2 |
|
Narrative: Various/Read
The learner will be able to
read various narrative texts.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 2 |
|
Textbook: Understand
The learner will be able to
read and understand textbooks.
| Strand |
Bloom's |
Scope |
Source |
| Technical |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Poetry: Alliteration/Recognize
The learner will be able to
recognize alliteration in a poem.
| Strand |
Bloom's |
Scope |
Source |
| Poetry: Sound/Form |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.4, Phonics Tool Kit 2.3 p.28 |
|
Analyze: Characteristics
The learner will be able to
analyze characteristics of American literature.
| Strand |
Bloom's |
Scope |
Source |
| American Literature: Analyze |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, II.3.9 tested in week 4 of next year. |
|
Rhyme: Recognize
The learner will be able to
recognize rhyme in a poem.
| Strand |
Bloom's |
Scope |
Source |
| Poetry: Rhythm/Rhyme |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.4, Phonics Tool Kit 2.3 p.28 |
|
Rhythm: Recognize
The learner will be able to
recognize rhythm in a poem.
| Strand |
Bloom's |
Scope |
Source |
| Poetry: Rhythm/Rhyme |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.4, Phonics Tool Kit 2.3 p.28 |
|
Noun: Identify
The learner will be able to
identify nouns.
| Strand |
Bloom's |
Scope |
Source |
| Noun |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.4 |
|
Noun: Irregular Plural/Identify
The learner will be able to
identify irregular plurals of nouns.
| Strand |
Bloom's |
Scope |
Source |
| Noun |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.5, Phonics Tool Kit 2.1 p.14 |
|
Noun: Write
The learner will be able to
write nouns correctly .
| Strand |
Bloom's |
Scope |
Source |
| Noun |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.4 |
|
Subject-Verb: Errors/Limited/Use
The learner will be able to
use correct subject-verb agreement with limited or no errors in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Subject-Verb Agreement |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Lang. In Use Rubric 3-5,#4 tested in week 4 of next year. |
|
Sentence Structure: Use
The learner will be able to
use various sentence patterns.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Structure |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Sentence Structure: Proper Order/Use
The learner will be able to
use proper word order in written sentences.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Structure |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.3 |
|
Sentence Structure: Differentiate
The learner will be able to
differentiate between complete and incomplete sentences.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Structure |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.2 |
|
Verb: Identify
The learner will be able to
identify verbs.
| Strand |
Bloom's |
Scope |
Source |
| Verb |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.4 |
|
Verb: Write
The learner will be able to
write verbs correctly.
| Strand |
Bloom's |
Scope |
Source |
| Verb |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.4 |
|
Run-on: Errors/Limited/Write
The learner will be able to
produce writing containing limited or no run-on sentences or fragments.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Structure/Fragment/Run-On |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Lang. In Use Rubric 3-5,#4 tested in week 4 of next year. |
|
Expression: Control/Language Skills
The learner will be able to
demonstrate control of language skills in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Language Expression |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Lang. In Use Rubric 3-5,#4 tested in week 4 of next year. |
|
Conventions: Language/Writing
The learner will be able to
use accepted language conventions when writing.
| Strand |
Bloom's |
Scope |
Source |
| Language Conventions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 6 |
|
Parts of Speech: Identify/Various
The learner will be able to
identify various parts of speech.
| Strand |
Bloom's |
Scope |
Source |
| Parts of Speech |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.4 |
|
Parts of Speech: Various/Write
The learner will be able to
write various parts of speech correctly.
| Strand |
Bloom's |
Scope |
Source |
| Parts of Speech |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.4 |
|
Plural: Identify
The learner will be able to
identify plural nouns.
| Strand |
Bloom's |
Scope |
Source |
| Noun: Plural |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.5, Phonics Tool Kit 2.1 p.14 |
|
Plural: Simple/Use
The learner will be able to
use simple plural forms.
| Strand |
Bloom's |
Scope |
Source |
| Noun: Plural |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.5, Phonics Tool Kit 2.1 p.14 |
|
Plural: Irregular/Use
The learner will be able to
use irregular plurals of nouns appropriately.
| Strand |
Bloom's |
Scope |
Source |
| Noun: Plural |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.5, Phonics Tool Kit 2.1 p.14 |
|
Capitalization: Months
The learner will be able to
capitalize the months of the year.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Proper Nouns |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.7 |
|
Capitalization: Proper Nouns
The learner will be able to
capitalize proper nouns.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Proper Nouns |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.7 |
|
Capitalization: Days
The learner will be able to
capitalize the days of the week.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Proper Nouns |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.7 |
|
Comma: Dates
The learner will be able to
correctly use a comma in dates.
| Strand |
Bloom's |
Scope |
Source |
| Comma |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.5 |
|
Comma: Salutation of a Letter
The learner will be able to
correctly use a comma after the salutation in a friendly letter.
| Strand |
Bloom's |
Scope |
Source |
| Comma |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.5 |
|
Comma: Close of a Letter
The learner will be able to
correctly use a comma after the close of a letter.
| Strand |
Bloom's |
Scope |
Source |
| Comma |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.5 |
|
Comma: Series/Items/Use
The learner will be able to
use commas correctly with items in a series.
| Strand |
Bloom's |
Scope |
Source |
| Comma |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.5 |
|
Punctuation: Use Comma/Dialogue
The learner will be able to
use a comma correctly in dialogue.
| Strand |
Bloom's |
Scope |
Source |
| Comma |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.6 |
|
Abbreviate: Common/Identify
The learner will be able to
identify commonly used abbreviations.
| Strand |
Bloom's |
Scope |
Source |
| Abbreviate/Initial |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.4, Phonics Tool Kit 2.1 p.13 |
|
Punctuation: End/Limited/Use
The learner will be able to
use proper end punctuation with limited or no errors in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Punctuation |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Lang. In Use Rubric 3-5,#4 tested in week 4 of next year. |
|
Capitalization: Beginning of Sentence
The learner will be able to
capitalize the beginning of a sentence.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Conventions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.7 |
|
Capitalization: Beginning of a Greeting
The learner will be able to
capitalize the beginning of a greeting.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Conventions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.7 |
|
Capitalization: Initials
The learner will be able to
capitalize initials.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Conventions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.7 |
|
Capitalization: Proper Noun/Limited
The learner will be able to
capitalize proper nouns in writing with limited or no errors.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Applications |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Lang. In Use Rubric 3-5,#4 tested in week 4 of next year. |
|
Capitalization: Beginning/Limited/Write
The learner will be able to
show limited or no mistakes in beginning capitalization in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Applications |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Lang. In Use Rubric 3-5,#4 tested in week 4 of next year. |
|
Title: Personal
The learner will be able to
capitalize personal titles.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Title |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.7 |
|
Response: Appropriate/Variety
The learner will be able to
respond appropriately in a variety of listening situations.
| Strand |
Bloom's |
Scope |
Source |
| Listening Responses |
|
Master |
IN: Academic Standards, 2000, Grade 2, Standard 7 |
|
Directions: Three Step
The learner will be able to
follow three-step directions given orally.
| Strand |
Bloom's |
Scope |
Source |
| Directions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.4 |
|
Directions: Four Step/Follow
The learner will be able to
follow four step directions given orally.
| Strand |
Bloom's |
Scope |
Source |
| Directions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.4 |
|
Summary: Paraphrase/Information/Oral
The learner will be able to
paraphrase information delivered orally by others.
| Strand |
Bloom's |
Scope |
Source |
| Summary |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.3 |
|
Questions: Elaboration/Request
The learner will be able to
ask questions to request elaboration of stories.
| Strand |
Bloom's |
Scope |
Source |
| Questions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.2 |
|
Questions: Elaboration/Idea/Request
The learner will be able to
ask questions to request elaboration of ideas.
| Strand |
Bloom's |
Scope |
Source |
| Questions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.2 |
|
Purposes: Establish
The learner will be able to
establish a purpose for listening.
| Strand |
Bloom's |
Scope |
Source |
| Listening Purposes |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.1 |
|
Critical Listening: Use Skills
The learner will be able to
employ the use of critical listening skills.
| Strand |
Bloom's |
Scope |
Source |
| Critical Listening |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 7 |
|
Judge: Content Area
The learner will be able to
use content area information to make critical judgments.
| Strand |
Bloom's |
Scope |
Source |
| Critical Thinking |
Evaluation |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A.F I tested in week 4 of next year. |
|
Judge: Prior Knowledge
The learner will be able to
use prior knowledge to make critical judgments.
| Strand |
Bloom's |
Scope |
Source |
| Critical Thinking |
Evaluation |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A.F I tested in week 4 of next year. |
|
Strategies: Comprehend/Text
The learner will be able to
use a variety of strategies to comprehend text.
| Strand |
Bloom's |
Scope |
Source |
| Reading Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 2, Standard 2 |
|
Reading Behaviors: Texts/Read
The learner will be able to
read a variety of texts.
| Strand |
Bloom's |
Scope |
Source |
| Reading Behaviors |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Reading Behaviors: Understand
The learner will be able to
understand developmentally appropriate reading material.
| Strand |
Bloom's |
Scope |
Source |
| Reading Behaviors |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Reading Aloud: Expression
The learner will be able to
pay attention to his/her expression while reading aloud.
| Strand |
Bloom's |
Scope |
Source |
| Reading Aloud |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.6, Phonics Tool Kit 2.1 p.14 |
|
Response: Possible Endings
The learner will be able to
respond to reading materials by composing possible endings to stories, then determining the reason for and impact of those endings.
| Strand |
Bloom's |
Scope |
Source |
| Reading Responses: Composing |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.2, Phonics Tool Kit 2.3 p.28 |
|
Compare: Plot/Setting/Character/Various
The learner will be able to
compare plots, settings, or characters created by various authors.
| Strand |
Bloom's |
Scope |
Source |
| Character: Compare/Contrast |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.1, Phonics Tool Kit 2.3 p.28 |
|
Cause/Effect: Relationship/Identify
The learner will be able to
identify a cause/effect relationship in a selected passage.
| Strand |
Bloom's |
Scope |
Source |
| Cause/Effect |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.6, Phonics Tool Kit 2.2 p.28 |
|
Predict Outcome: Information
The learner will be able to
make predictions from information in written material.
| Strand |
Bloom's |
Scope |
Source |
| Predicting |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.7 tested in week 4 of next year. |
|
Directions: Diagram
The learner will be able to
draw conclusions about information in a diagram.
| Strand |
Bloom's |
Scope |
Source |
| Directions |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.7, Phonics Tool Kit 2.2 p.28 |
|
Compare: Cultures/Differing
The learner will be able to
compare differing versions of the same stories from different cultures.
| Strand |
Bloom's |
Scope |
Source |
| Compare/Contrast |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.3.3, Phonics Tool Kit 2.3 p.28 |
|
Strategies: Spelling Patterns
The learner will be able to
use common spelling patterns as a strategy for reading words.
| Strand |
Bloom's |
Scope |
Source |
| Reading Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.2, Phonics Tool Kit 2.1 p.13 |
|
Strategies: Effective/Choose
The learner will be able to
choose effective reading strategies.
| Strand |
Bloom's |
Scope |
Source |
| Reading Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A.F I tested in week 4 of next year. |
|
Strategies: Effective/Use
The learner will be able to
use effective reading strategies.
| Strand |
Bloom's |
Scope |
Source |
| Reading Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A.F I tested in week 4 of next year. |
|
Purposes: Identify
The learner will be able to
identify purposes for reading.
| Strand |
Bloom's |
Scope |
Source |
| Reading Purposes |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.2, Phonics Tool Kit 2.2 p.28 |
|
Emergent Reading: Nursery Rhyme
The learner will be able to
read and understand nursery rhymes.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Reading |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Emergent Reading: Literal Meaning
The learner will be able to
determine the literal meaning of reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Reading |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, II.3.8 tested in week 4 of next year. |
|
Emergent Reading: Signs
The learner will be able to
interpret signs while reading.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Reading |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, II.3.9 tested in week 4 of next year. |
|
Word: Beginning/Middle/End/Differentiate
The learner will be able to
differentiate between beginning, middle, and ending sounds in words.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Reading: Word |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.1, Phonics Tool Kit 2.1 p.8 |
|
Reading Behaviors: Grade Level/Read
The learner will be able to
understand grade level appropriate materials.
| Strand |
Bloom's |
Scope |
Source |
| Reading Behaviors |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 2 |
|
Reading Behaviors: Grade Level/Read
The learner will be able to
read grade level appropriate materials.
| Strand |
Bloom's |
Scope |
Source |
| Reading Behaviors |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 2 |
|
Reading Aloud: Accuracy
The learner will be able to
read aloud with accuracy.
| Strand |
Bloom's |
Scope |
Source |
| Reading Aloud |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.6, Phonics Tool Kit 2.1 p.14 |
|
Reading Aloud: Voice Level
The learner will be able to
read aloud with appropriate voice level.
| Strand |
Bloom's |
Scope |
Source |
| Reading Aloud |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.6, Phonics Tool Kit 2.1 p.14 |
|
Construct Meaning: Phonics
The learner will be able to
use phonics to construct meaning from text.
| Strand |
Bloom's |
Scope |
Source |
| Constructing Meaning: Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.2 tested in week 4 of next year. |
|
Construct Meaning: Apply/Semantic/Cues
The learner will be able to
apply semantic cues to construct meaning from text.
| Strand |
Bloom's |
Scope |
Source |
| Constructing Meaning: Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.1 tested in week 4 of next year. |
|
Construct Meaning: Cues/Syntactic
The learner will be able to
apply syntactic cues to construct meaning from text.
| Strand |
Bloom's |
Scope |
Source |
| Constructing Meaning: Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.1 tested in week 4 of next year. |
|
Response: Details/Retell
The learner will be able to
retell details in the text to clarify ideas.
| Strand |
Bloom's |
Scope |
Source |
| Reading Responses: General |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.5, Phonics Tool Kit 2.2 p.28 |
|
Response: Facts/Retell
The learner will be able to
retell facts in the text to clarify ideas.
| Strand |
Bloom's |
Scope |
Source |
| Reading Responses: General |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.5, Phonics Tool Kit 2.2 p.28 |
|
Response: Details/Ideas/Organize
The learner will be able to
organize ideas by restating details in the text.
| Strand |
Bloom's |
Scope |
Source |
| Reading Responses: General |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.5, Phonics Tool Kit 2.2 p.28 |
|
Response: Facts/Ideas/Organize
The learner will be able to
organize ideas by restating facts in the text.
| Strand |
Bloom's |
Scope |
Source |
| Reading Responses: General |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.5, Phonics Tool Kit 2.2 p.28 |
|
Letter: Vowel Sounds/Pronounce
The learner will be able to
clearly pronounce vowel sounds.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Reading: Letter |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.1 |
|
Letter: Blends/Pronounce
The learner will be able to
clearly pronounce blends.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Reading: Letter |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.1, Phonics Tool Kit 2.1 p.8 |
|
Reading Behaviors: Grade-Level/Fluently
The learner will be able to
silently read texts appropriate to his/her grade level fluently.
| Strand |
Bloom's |
Scope |
Source |
| Reading Behaviors: Silent/Sustained |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 1 |
|
Fluency: Read Aloud
The learner will be able to
read aloud with fluency.
| Strand |
Bloom's |
Scope |
Source |
| Reading Aloud: Fluency |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 1, 2.1.6, Phonics Tool Kit 2.1 p.14 |
|
General: Various Sources/Facts/Gather
The learner will be able to
gather facts from a variety of informational sources to present in an oral report.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: General |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.11 |
|
General: Various Sources/Details/Gather
The learner will be able to
gather details from a variety of informational sources to present in an oral report.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: General |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.11 |
|
Story: Explanation/Events/Ask
The learner will be able to
ask for an explanation of a story's events.
| Strand |
Bloom's |
Scope |
Source |
| Story |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.2 |
|
Sequence: Logical Sequence/Follow
The learner will be able to
present experiences or stories that follow a logical sequence of events.
| Strand |
Bloom's |
Scope |
Source |
| Sequence |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.10 |
|
Sequence: Experience/Logical
The learner will be able to
order experiences in a logical sequence.
| Strand |
Bloom's |
Scope |
Source |
| Sequence |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.7 |
|
Directions: Three Step/Give
The learner will be able to
give three step directions.
| Strand |
Bloom's |
Scope |
Source |
| Directions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.4 |
|
Directions: Four Step/Give
The learner will be able to
give four step directions.
| Strand |
Bloom's |
Scope |
Source |
| Directions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.4 |
|
Support: Facts/Details
The learner will be able to
use facts and details to support a topic.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea/Support |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.9 |
|
Vocal Characteristic: Rate/Occasion
The learner will be able to
use appropriate pacing for a given speaking occasion.
| Strand |
Bloom's |
Scope |
Source |
| Vocal Characteristic |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.6 |
|
Strategies: Phrasing/Pitch/Modulation
The learner will be able to
guide the listener by speaking with appropriate phrasing, pitch, and modulation.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 7 |
|
General: Focused Central Idea/Give
The learner will be able to
give short presentations about familiar experiences or interests that are organized around a focused central topic, using Standard English conventions as they would in their writing.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: General |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 7 |
|
Questions: Ask/Obtain Explanation
The learner will be able to
ask questions to obtain further explanation of another person's ideas.
| Strand |
Bloom's |
Scope |
Source |
| Questions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.2 |
|
Audience: Speak Clearly
The learner will be able to
speak clearly before an audience.
| Strand |
Bloom's |
Scope |
Source |
| Audience |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.6 |
|
Organization: Focus
The learner will be able to
use organized language when speaking in order to maintain a clear focus.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.5 |
|
Narrative: Story Elements/Describe
The learner will be able to
present experiences or stories that describe story elements.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.10 |
|
Narrative: Character/Describe
The learner will be able to
present experiences or stories that describe characters.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.10 |
|
Narrative: Plot/Describe
The learner will be able to
present experiences or stories that describe plot.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.10 |
|
Narrative: Setting/Describe
The learner will be able to
present experiences or stories that describe setting.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.10 |
|
Retell: Elements/Plot/Setting/Characters
The learner will be able to
retell a story describing story elements, such as plot, setting, and characters.
| Strand |
Bloom's |
Scope |
Source |
| Story: Retell |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.7.8 |
|
Consonant: Blends
The learner will be able to
spell consonant blends.
| Strand |
Bloom's |
Scope |
Source |
| Consonant |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.9, Phonics Tool Kit 2.6 p.23 |
|
Vowels: R-Controlled
The learner will be able to
correctly spell r-controlled vowels.
| Strand |
Bloom's |
Scope |
Source |
| Vowel |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.9, Phonics Tool Kit 2.6 p.23 |
|
Vowels: Long/Short
The learner will be able to
use the correct spelling with both long and short sounds of vowels.
| Strand |
Bloom's |
Scope |
Source |
| Vowel |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.9, Phonics Tool Kit 2.6 p.23 |
|
Irregular Words: Common
The learner will be able to
spell commonly used, irregular words correctly.
| Strand |
Bloom's |
Scope |
Source |
| Irregular Word |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.8, Phonics Tool Kit 2.6 p.23 |
|
Spelling: Patterns/Identify
The learner will be able to
identify spelling patterns when reading.
| Strand |
Bloom's |
Scope |
Source |
| Spelling Applications |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.2, Phonics Tool Kit 2.1 p.13 |
|
|
Study and Research Skills
|
|
|
Letter Writing: Simple
The learner will be able to
write simple letters.
| Strand |
Bloom's |
Scope |
Source |
| General Letter Writing |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 5 |
|
Chart: Read/Understand
The learner will be able to
read and understand charts.
| Strand |
Bloom's |
Scope |
Source |
| Chart |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Chart: Information/Interpret
The learner will be able to
interpret information found on charts.
| Strand |
Bloom's |
Scope |
Source |
| Chart |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.7, Phonics Tool Kit 2.2 p.28 |
|
Table of Contents: Use
The learner will be able to
use a table of contents to locate desired information.
| Strand |
Bloom's |
Scope |
Source |
| Table of Contents |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.1, Phonics Tool Kit 2.2 p.28 |
|
Title Page: Utilize
The learner will be able to
utilize a title page to locate information.
| Strand |
Bloom's |
Scope |
Source |
| Title Page |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.1, Phonics Tool Kit 2.2 p.28 |
|
Graphical Formats: Read/Understand
The learner will be able to
read and understand graphs.
| Strand |
Bloom's |
Scope |
Source |
| Graphical Format |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Graphical Formats: Information/Interpret
The learner will be able to
interpret information from graphs.
| Strand |
Bloom's |
Scope |
Source |
| Graphical Format |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.7, Phonics Tool Kit 2.2 p.28 |
|
Organizing Information: Logical
The learner will be able to
organize information logically.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.6 tested in week 4 of next year. |
|
Chapter Titles: Use/Information
The learner will be able to
use chapter titles to locate information.
| Strand |
Bloom's |
Scope |
Source |
| Chapter Title |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.2.1, Phonics Tool Kit 2.2 p.28 |
|
Public Information: Labels
The learner will be able to
read and understand information found on various kinds of labels.
| Strand |
Bloom's |
Scope |
Source |
| Public Information |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Public Information: Signs
The learner will be able to
read and understand public signs.
| Strand |
Bloom's |
Scope |
Source |
| Public Information |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Research Skills: Purpose of Materials
The learner will be able to
understand the purpose of using different reference materials.
| Strand |
Bloom's |
Scope |
Source |
| Research Skills |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.4, Phonics Tool Kit 2.4 p.31 |
|
Research Skills: Ideas/Locate
The learner will be able to
locate ideas for writing stories in pictures or books.
| Strand |
Bloom's |
Scope |
Source |
| Research Skills |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.3, Phonics Tool Kit 2.4 p.31 |
|
Research Skills: Ideas/Locate
The learner will be able to
locate ideas for writing descriptions in pictures or books.
| Strand |
Bloom's |
Scope |
Source |
| Research Skills |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.3, Phonics Tool Kit 2.4 p.31 |
|
Learning Materials: Understand
The learner will be able to
read and understand learning materials.
| Strand |
Bloom's |
Scope |
Source |
| Active Learning |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A. II tested in week 4 of next year. |
|
Friendly: Use Format
The learner will be able to
use the appropriate format when writing a friendly letter.
| Strand |
Bloom's |
Scope |
Source |
| General Letter Writing: Friendly |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.3 |
|
Word Structure: Comprehend/Translate
The learner will be able to
comprehend basic word structure, applying knowledge of letter patterns he/she sees in order to translate written words into spoken language through the use of phonics, syllabication, and word parts.
| Strand |
Bloom's |
Scope |
Source |
| Structure |
|
Master |
IN: Academic Standards, 2000, Grade 2, Standard 1 |
|
Prefix: Demonstrate Understanding
The learner will be able to
demonstrate an understanding of common prefixes.
| Strand |
Bloom's |
Scope |
Source |
| Prefix |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.9, Phonics Tool Kit 2.1 p.25 |
|
Suffix: Meaning/Understand
The learner will be able to
understand the meaning of a simple suffix.
| Strand |
Bloom's |
Scope |
Source |
| Suffix |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.9, Phonics Tool Kit 2.1 p.25 |
|
Compound Words: Meaning/Determine
The learner will be able to
determine the meaning of unknown compound words by using his/her knowledge of the individual words within the compound word.
| Strand |
Bloom's |
Scope |
Source |
| Compound Word |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.8, Phonics Tool Kit 2.1 p.25 |
|
Synonym: Common/Describe
The learner will be able to
describe common synonyms.
| Strand |
Bloom's |
Scope |
Source |
| Synonym |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.7, Phonics Tool Kit 2.1 p.25 |
|
Synonym: Purpose
The learner will be able to
understand the purpose of synonyms.
| Strand |
Bloom's |
Scope |
Source |
| Synonym |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.7, Phonics Tool Kit 2.1 p.25 |
|
Antonym: Purpose
The learner will be able to
understand the purpose of antonyms.
| Strand |
Bloom's |
Scope |
Source |
| Antonym |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.7, Phonics Tool Kit 2.1 p.25 |
|
Antonym: Common/Describe
The learner will be able to
describe common antonyms.
| Strand |
Bloom's |
Scope |
Source |
| Antonym |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.7, Phonics Tool Kit 2.1 p.25 |
|
Multiple Meaning: Recognize
The learner will be able to
recognize multiple meaning words.
| Strand |
Bloom's |
Scope |
Source |
| Multiple Meaning |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.10, Phonics Tool Kit 2.1 p.25 |
|
Writing: Language/Natural
The learner will be able to
apply language that is natural when writing.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary: Writing |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Writing: Vivid
The learner will be able to
choose vivid words to use in written materials.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary: Writing |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Rhyming: Distinguish
The learner will be able to
distinguish between rhyming and non-rhyming words or groups of words.
| Strand |
Bloom's |
Scope |
Source |
| Rhyming |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.1, Phonics Tool Kit 2.1 p.8 |
|
Decoding: Multi-Syllable/Decode
The learner will be able to
decode multi-syllable words.
| Strand |
Bloom's |
Scope |
Source |
| Phonetic Clues: Decoding |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.1.3, Phonics Tool Kit 2.1 p.13 |
|
Revise: Drafts/Revise
The learner will be able to
improve sequence or provide more descriptive detail by revising original drafts.
| Strand |
Bloom's |
Scope |
Source |
| Revising |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.8 |
|
Form: Variety
The learner will be able to
write in a variety of forms.
| Strand |
Bloom's |
Scope |
Source |
| Form |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, II.3.10 tested in week 4 of next year. |
|
Writing as a Process: Content/Emphasize
The learner will be able to
emphasize content while using the writing process (prewriting, drafting, and revising).
| Strand |
Bloom's |
Scope |
Source |
| Writing as a Process |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.3a tested in week 4 of next year. |
|
Writing as a Process: Apply
The learner will be able to
apply the writing process.
| Strand |
Bloom's |
Scope |
Source |
| Writing as a Process |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.3b tested in week 4 of next year. |
|
Strategies: Review/Assess/Revise
The learner will be able to
review, assess, and revise writing for meaning and clarity.
| Strand |
Bloom's |
Scope |
Source |
| Writing Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.6 |
|
Writing Skills: Fluency
The learner will be able to
write with fluency.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Writing |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Analytic Rubric 3-5,#6, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Bloom's |
Scope |
Source |
| Writing Purposes |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.6 |
|
Purposes: Audience
The learner will be able to
write for a specific audience.
| Strand |
Bloom's |
Scope |
Source |
| Writing Purposes |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.6 |
|
Writing Processes: Main Idea/Develop
The learner will be able to
write clear sentences and paragraphs to develop a main idea while progressing through the stages of the writing process: prewriting, editing, drafting, revising, and editing multiple drafts.
| Strand |
Bloom's |
Scope |
Source |
| Writing Processes |
|
Master |
IN: Academic Standards, 2000, Grade 2, Standard 4 |
|
Writing Behaviors: Errors/None/Produce
The learner will be able to
produce writing free from errors that disrupt the flow of communication.
| Strand |
Bloom's |
Scope |
Source |
| Writing Behaviors |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Lang. In Use Rubric 3-5,#4 tested in week 4 of next year. |
|
Word Processing: Write/Revise
The learner will be able to
use computers to write and revise text.
| Strand |
Bloom's |
Scope |
Source |
| Writing Technologies: Word Processing |
|
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.5, Phonics Tool Kit 2.4 p.31 |
|
Prewriting: Lists
The learner will be able to
create lists as a prewriting strategy.
| Strand |
Bloom's |
Scope |
Source |
| Prewriting |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.1, Phonics Tool Kit 2.4 p.31 |
|
Edit: Writing/Correct
The learner will be able to
edit writing to correct it.
| Strand |
Bloom's |
Scope |
Source |
| Editing |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.3b tested in week 4 of next year. |
|
Revise: Checklist/Rules/Use
The learner will be able to
use a revision checklist or list of rules to revise writing to be read by others.
| Strand |
Bloom's |
Scope |
Source |
| Revising |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Phonics Tool Kit 2.4 p.32 |
|
Revise: Sequence/Improve
The learner will be able to
improve sequence by revising original drafts.
| Strand |
Bloom's |
Scope |
Source |
| Revising |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 2, Phonics Tool Kit 2.4 p.31 |
|
Revise: Descriptive Detail/Provide
The learner will be able to
provide more descriptive detail by revising original drafts.
| Strand |
Bloom's |
Scope |
Source |
| Revising |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 2, Phonics Tool Kit 2.4 p.31 |
|
Composition: Write/Understandable
The learner will be able to
write a composition that is understandable.
| Strand |
Bloom's |
Scope |
Source |
| Essay/Composition |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Analytic Rubric 3-5,#6, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Organization: Clarity
The learner will be able to
use clear organization in writing.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Analytic Rubric 3-5,#6, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Organization: Beginning/Middle/End
The learner will be able to
organize writing by including a clear beginning, middle, and end.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Organization: Main Idea/Logical/Use
The learner will be able to
use main ideas that progress in a logical order.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Organization: Support/Logical/Use
The learner will be able to
use support that progresses in a logical order.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Organization: Ideas/Group
The learner will be able to
group related ideas in order to maintain a consistent focus.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.2, Phonics Tool Kit 2.4 p.31 |
|
Creative: Rhymes
The learner will be able to
create rhymes.
| Strand |
Bloom's |
Scope |
Source |
| Poetry |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.4 |
|
Poetry: Simple/Compose
The learner will be able to
compose simple poems.
| Strand |
Bloom's |
Scope |
Source |
| Poetry |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 5, 2.5.4 |
|
Poetry: Rhymes/Content/Produce
The learner will be able to
produce rhymes emphasizing content.
| Strand |
Bloom's |
Scope |
Source |
| Poetry |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, II.3.10 tested in week 4 of next year. |
|
Point of View: Individual/Apply
The learner will be able to
apply an individual point of view to his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Point of View |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Evaluating Writing: Checklist/Rules/Use
The learner will be able to
use a revision checklist or list of rules to evaluate writing to be read by others.
| Strand |
Bloom's |
Scope |
Source |
| Evaluating Writing |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Phonics Tool Kit 2.4 p.32 |
|
Technological Tools: Print
The learner will be able to
use computers to print his/her written works.
| Strand |
Bloom's |
Scope |
Source |
| Writing Technologies |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.5 |
|
Story Elements: Content/Produce
The learner will be able to
produce stories emphasizing content.
| Strand |
Bloom's |
Scope |
Source |
| Story Elements |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, II.3.10 tested in week 4 of next year. |
|
Form: Picture Book/Content/Create
The learner will be able to
create picture books emphasizing content.
| Strand |
Bloom's |
Scope |
Source |
| Form |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, II.3.10 tested in week 4 of next year. |
|
Strategies: Developmental/Choose
The learner will be able to
choose writing strategies that are developmentally appropriate.
| Strand |
Bloom's |
Scope |
Source |
| Writing Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A.F I tested in week 4 of next year. |
|
Strategies: Developmental/Apply
The learner will be able to
apply writing strategies that are developmentally appropriate.
| Strand |
Bloom's |
Scope |
Source |
| Writing Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, L.A.F I tested in week 4 of next year. |
|
Narrative: Logical Sequence/Follow
The learner will be able to
write a short narrative based on his/her experiences that follows a logical sequence of events.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.1 |
|
Narrative: Setting/Describe
The learner will be able to
write a short narrative based on his/her experiences, describing the setting in detail.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.1 |
|
Narrative: Character/Describe
The learner will be able to
write a short narrative based on his/her experiences, describing the characters in detail.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.1 |
|
Narrative: Object/Describe
The learner will be able to
write a short narrative based on his/her experiences, describing the objects in detail.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.1 |
|
Narrative: Events/Describe
The learner will be able to
write a short narrative based on his/her experiences, describing the events in detail.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.1 |
|
Emergent Writing: Rhyme/Write
The learner will be able to
apply knowledge of sounds to write basic rhymes.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Writing |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 5 |
|
Sentence Content: Pattern/Complex/Apply
The learner will be able to
apply complex sentence patterns in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Content |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Purposes: Understand
The learner will be able to
understand the purpose of writing.
| Strand |
Bloom's |
Scope |
Source |
| Writing Purposes |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 5 |
|
Descriptive: Action Verbs
The learner will be able to
write using action verbs.
| Strand |
Bloom's |
Scope |
Source |
| Descriptive |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Descriptive: Language
The learner will be able to
use descriptive language in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Descriptive |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.5 |
|
Descriptive: Details/Elaborate/Use
The learner will be able to
write using elaborate details.
| Strand |
Bloom's |
Scope |
Source |
| Descriptive |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Descriptive: Description/Colorful/Use
The learner will be able to
write using colorful descriptions.
| Strand |
Bloom's |
Scope |
Source |
| Descriptive |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Main Idea: Description/Develop
The learner will be able to
develop a main idea when writing a short description of a familiar person, place, thing, or event.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.2 |
|
Main Idea: Details/Use
The learner will be able to
use details to support the main idea when writing a short description of a familiar person, place, thing, or event.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.5.2 |
|
Clarity/Focus: Ramble/Produce
The learner will be able to
produce writing free from rambling.
| Strand |
Bloom's |
Scope |
Source |
| Clarity/Focus |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Clarity/Focus: Repetition/Produce
The learner will be able to
produce writing free from repetition.
| Strand |
Bloom's |
Scope |
Source |
| Clarity/Focus |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Edit: Punctuation
The learner will be able to
edit for correct use of punctuation.
| Strand |
Bloom's |
Scope |
Source |
| Editing: Language Conventions |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.4 tested in week 4 of next year. |
|
Edit: Proofread/Checklist/Use
The learner will be able to
use an editing checklist or list of rules to proofread his/her own writing or the writing of others.
| Strand |
Bloom's |
Scope |
Source |
| Editing: Language Conventions |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 2, 2.4.7 |
|
Edit: Punctuation/Proofread
The learner will be able to
proofread written works for punctuation.
| Strand |
Bloom's |
Scope |
Source |
| Editing: Language Conventions |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.4 tested in week 4 of next year. |
|
Edit: Capitalization/Proofread
The learner will be able to
proofread written works for capitalization.
| Strand |
Bloom's |
Scope |
Source |
| Editing: Language Conventions |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.4 tested in week 4 of next year. |
|
Edit: Usage/Proofread
The learner will be able to
proofread written works for usage.
| Strand |
Bloom's |
Scope |
Source |
| Editing: Language Conventions |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.5 tested in week 4 of next year. |
|
Edit: Capitalization
The learner will be able to
edit for the correct use of capitalization.
| Strand |
Bloom's |
Scope |
Source |
| Editing: Language Conventions |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.4 tested in week 4 of next year. |
|
Forming Letters
The learner will be able to
form letters.
| Strand |
Bloom's |
Scope |
Source |
| Print/Cursive |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.1 |
|
Audience: Awareness/Strong/Demonstrate
The learner will be able to
demonstrate a strong awareness of audience.
| Strand |
Bloom's |
Scope |
Source |
| Audience |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Analytic Rubric 3-5,#6, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Audience: Awareness/Demonstrate
The learner will be able to
demonstrate an awareness of audience.
| Strand |
Bloom's |
Scope |
Source |
| Audience |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 5 |
|
Topic: Focus/Complete/Maintain
The learner will be able to
maintain complete focus on the topic.
| Strand |
Bloom's |
Scope |
Source |
| Topic |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Analytic Rubric 3-5,#6, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Topic: Maintain
The learner will be able to
maintain topic consistency.
| Strand |
Bloom's |
Scope |
Source |
| Topic |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Topic: Aspects/Investigate
The learner will be able to
completely investigate many aspects of the topic in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Topic |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Support: Ideas/Complete/Incorporate
The learner will be able to
incorporate completely developed ideas.
| Strand |
Bloom's |
Scope |
Source |
| Support |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Analytic Rubric 3-5,#6, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Support: Information/Thorough
The learner will be able to
incorporate thoroughly developed information.
| Strand |
Bloom's |
Scope |
Source |
| Support |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Analytic Rubric 3-5,#6, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Support: Information/In-depth
The learner will be able to
incorporate in-depth information into his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Support |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Support: Information/Complete
The learner will be able to
incorporate completely developed information.
| Strand |
Bloom's |
Scope |
Source |
| Support |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Analytic Rubric 3-5,#6, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Conventions: Spacing Between Words
The learner will be able to
include a space between written words.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Writing: Conventions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.1 |
|
Conventions: Spacing Between Sentences
The learner will be able to
include a space between sentences.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Writing: Conventions |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, 2.6.1 |
|
Ideas: Develop
The learner will be able to
develop ideas thoroughly.
| Strand |
Bloom's |
Scope |
Source |
| Drafting: Ideas |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Analytic Rubric 3-5,#6, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Usage: Edit
The learner will be able to
edit written works for usage.
| Strand |
Bloom's |
Scope |
Source |
| Editing: Usage |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, I.3.5 tested in week 4 of next year. |
|
Detail: In-depth/Incorporate
The learner will be able to
incorporate in-depth supporting details into his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Support: Detail |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Describe: Object/Event/Experience
The learner will be able to
describe and explain familiar events, objects, and experiences when writing basic compositions.
| Strand |
Bloom's |
Scope |
Source |
| Writing Purposes: Describe |
Application |
Master |
IN: Academic Standards, 2000, Grade 2, Standard 5 |
|
Word: Word Usage/Remarkable/Apply
The learner will be able to
apply remarkable word usage in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Word |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Analytic Rubric 3-5,#6, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
Word: Vocabulary/Difficult/Master
The learner will be able to
master a difficult vocabulary in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Word |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, Elaborated Rubric 3-5,#6 tested in week 4 of next year. |
|
|
