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Saint Matthew Parish School |
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Saint Matthew Parish School |
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Language Arts - Grade 5 |
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Myth: Archetypes/Evaluate
The learner will be able to
use multi-cultural literature from a variety of eras to evaluate the meaning of archetypal patterns and symbols found in myths.
| Strand |
Bloom's |
Scope |
Source |
| Mythology |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.6 |
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Genre: Literary Works/Connect
The learner will be able to
form connections among literary works.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 3 |
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Genre: Identify/Analyze
The learner will be able to
identify and analyze characteristics of fiction, nonfiction, poetry and drama.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.1 |
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Genre: Various/Read
The learner will be able to
read various grade level appropriate narrative and expository texts, including classic and contemporary literature, poetry, magazines and newspapers, reference sources, and on-line information.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 2 |
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Literature: Historical/Cultural/Read
The learner will be able to
read literary works of historical or cultural significance.
| Strand |
Bloom's |
Scope |
Source |
| Literature |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 3 |
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Literature: Historical/Cultural/Respond
The learner will be able to
respond to literary works of historical or cultural significance.
| Strand |
Bloom's |
Scope |
Source |
| Literature |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 3 |
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Author Technique: Affect Perspective
The learner will be able to
evaluate how authors use a variety of techniques to affect the reader's perspective.
| Strand |
Bloom's |
Scope |
Source |
| Author: Style/Technique |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.7 |
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Informational: Understand
The learner will be able to
read and understand a variety of informational texts.
| Strand |
Bloom's |
Scope |
Source |
| Informational Text |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, L.A. II tested in week 4 of next year. |
|
Author Intention: Literary Form/Explain
The learner will be able to
describe the appropriateness of an author's choice of literary form chosen to accomplish a specific purpose.
| Strand |
Bloom's |
Scope |
Source |
| Author: Intentions |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.1 |
|
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 6, L.A. II tested in week 4 of next year. |
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Analyze: Evidence/Support
The learner will be able to
evaluate the types of information authors include as evidence and support of a given statement.
| Strand |
Bloom's |
Scope |
Source |
| Author: Analyze Style/Technique |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.3 |
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Comprehend: Student Writing
The learner will be able to
read and understand developmentally appropriate student writing.
| Strand |
Bloom's |
Scope |
Source |
| Genre: Comprehend/Understand |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, L.A. II tested in week 4 of next year. |
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Modifier: Appositive/Identify/Use
The learner will be able to
identify and use appositives within the context of a sentence.
| Strand |
Bloom's |
Scope |
Source |
| Modifier |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.1 |
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Subordinate Clause: Identify/Use
The learner will be able to
identify and use both independent and subordinate clauses.
| Strand |
Bloom's |
Scope |
Source |
| Subordinate Clause |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.1 |
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Preposition: Phrase/Identify/Use
The learner will be able to
identify and use prepositional phrases within the context of a sentence.
| Strand |
Bloom's |
Scope |
Source |
| Preposition |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.1 |
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Grammar: Mistakes/Limited/Produce
The learner will be able to
produce writing with limited or no grammar mistakes.
| Strand |
Bloom's |
Scope |
Source |
| Grammar |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Lang. In Use Rubric,#4 tested in week 4 of next year. |
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Verb Tense: Incorrect Use/Recognize
The learner will be able to
recognize verbs that are often used incorrectly.
| Strand |
Bloom's |
Scope |
Source |
| Verb Tense |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.3 |
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Verb Tense: Correct Tense/Use
The learner will be able to
use the correct tense for verbs that are often used incorrectly.
| Strand |
Bloom's |
Scope |
Source |
| Verb Tense |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.3 |
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Pronoun: Identify
The learner will be able to
identify pronouns.
| Strand |
Bloom's |
Scope |
Source |
| Pronoun |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.4 |
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Pronoun: Use
The learner will be able to
use pronouns in sentences correctly.
| Strand |
Bloom's |
Scope |
Source |
| Pronoun |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.4 |
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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 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
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Paragraph: Apply/Construction
The learner will be able to
apply correct paragraph construction, including using a topic sentence supported and developed by other sentences.
| Strand |
Bloom's |
Scope |
Source |
| Paragraph Structure |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
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Modifier: Identify
The learner will be able to
identify modifiers.
| Strand |
Bloom's |
Scope |
Source |
| Modifier |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.4 |
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Modifier: Use
The learner will be able to
correctly use modifiers within written works.
| Strand |
Bloom's |
Scope |
Source |
| Modifier |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.4 |
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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 6, Lang. In Use Rubric,#4 tested in week 4 of next year. |
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Expression: Literature/Relationship
The learner will be able to
recognize how language and literature are related.
| Strand |
Bloom's |
Scope |
Source |
| Language Expression |
Knowledge |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, L.A. II tested in week 4 of next year. |
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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 6, Lang. In Use Rubric,#4 tested in week 4 of next year. |
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Conjunction: Meaningful/Use
The learner will be able to
use conjunctions to join ideas of sentences together meaningfully.
| Strand |
Bloom's |
Scope |
Source |
| Conjunction |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.2 |
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Colon: Time/Use
The learner will be able to
correctly use a colon with time.
| Strand |
Bloom's |
Scope |
Source |
| Colon |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.5 |
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Colon: List/Use
The learner will be able to
correctly use a colon when preceding a list.
| Strand |
Bloom's |
Scope |
Source |
| Colon |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.5 |
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Quotation Mark: Direct Quote/Use
The learner will be able to
correctly use quotation marks to punctuate a direct quote.
| Strand |
Bloom's |
Scope |
Source |
| Quotation Mark |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.5 |
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Punctuation: Semicolon/Comma/Use
The learner will be able to
create transitions by using semicolons and commas.
| Strand |
Bloom's |
Scope |
Source |
| Punctuation |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.5 |
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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 6, Lang. In Use Rubric,#4 tested in week 4 of next year. |
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Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Applications |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.6 |
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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 6, Lang. In Use Rubric,#4 tested in week 4 of next year. |
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Title: Article
The learner will be able to
use quotation marks with article titles.
| Strand |
Bloom's |
Scope |
Source |
| Quotation Mark: Title |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.5 |
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Title: Poem
The learner will be able to
use quotation marks to offset the title of a poem.
| Strand |
Bloom's |
Scope |
Source |
| Quotation Mark: Title |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.5 |
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Title: Song
The learner will be able to
use quotation marks with song titles.
| Strand |
Bloom's |
Scope |
Source |
| Quotation Mark: Title |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.5 |
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Title: Chapter
The learner will be able to
use quotation marks with chapter titles.
| Strand |
Bloom's |
Scope |
Source |
| Quotation Mark: Title |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.5 |
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Title: Short Story
The learner will be able to
use quotation marks with short story titles.
| Strand |
Bloom's |
Scope |
Source |
| Quotation Mark: Title |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.5 |
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Presentation: Verbal/Nonverbal/Interpret
The learner will be able to
interpret the verbal and nonverbal messages, purposes, and viewpoint of a speaker.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Evaluating |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.2 |
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Persuasion: Recognize/Examine/Evaluate
The learner will be able to
recognize, examine, and evaluate persuasive techniques, including promises, dares, flattery, and generalities.
| Strand |
Bloom's |
Scope |
Source |
| Persuasion |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.7 |
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Response: Oral Report/Infer/Conclude
The learner will be able to
respond to an oral report by making inferences or drawing conclusions.
| Strand |
Bloom's |
Scope |
Source |
| Listening Responses |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.3 |
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Audiovisual: Use
The learner will be able to
listen to and view audiovisual materials.
| Strand |
Bloom's |
Scope |
Source |
| Audiovisual Materials |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, L.A. II tested in week 4 of next year. |
|
Persuasion: Identify/Fallacies of Logic
The learner will be able to
identify fallacies of logic in oral presentations.
| Strand |
Bloom's |
Scope |
Source |
| Persuasion |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.7 |
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Inference: Auditory Information
The learner will be able to
make inferences from information in auditory material.
| Strand |
Bloom's |
Scope |
Source |
| Inference |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.9 tested in week 4 of next year. |
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Questions: Gain Information/Question/Ask
The learner will be able to
ask questions to gain information that has not previously been discussed.
| Strand |
Bloom's |
Scope |
Source |
| Listening Responses: Critical |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.1 |
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Media Message: Fallacies of Logic
The learner will be able to
identify fallacies of logic in media messages.
| Strand |
Bloom's |
Scope |
Source |
| Media Message |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.7 |
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Analyze: Entertainment
The learner will be able to
analyze media as a source of entertainment.
| Strand |
Bloom's |
Scope |
Source |
| Media: Analyze |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.8 |
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Analyze: Source/Information
The learner will be able to
analyze media as a source of information.
| Strand |
Bloom's |
Scope |
Source |
| Media: Analyze |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.8 |
|
Analyze: Persuasion
The learner will be able to
analyze media as a source of persuasion.
| Strand |
Bloom's |
Scope |
Source |
| Media: Analyze |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.8 |
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Analyze: Interpretation/Events
The learner will be able to
analyze media as a source of interpretation for various events.
| Strand |
Bloom's |
Scope |
Source |
| Media: Analyze |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.8 |
|
Analyze: Culture
The learner will be able to
analyze media as a source of transmission of culture.
| Strand |
Bloom's |
Scope |
Source |
| Media: Analyze |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.8 |
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Critical Thinking: Cause/Effect
The learner will be able to
identify cause and effect.
| Strand |
Bloom's |
Scope |
Source |
| Critical Thinking |
Knowledge |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.10 tested in week 4 of next year. |
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Critical Thinking: Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Bloom's |
Scope |
Source |
| Critical Thinking |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.11 tested in week 4 of next year. |
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Critical Thinking: Fantasy/Reality
The learner will be able to
distinguish between reality and fantasy.
| Strand |
Bloom's |
Scope |
Source |
| Critical Thinking |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.12 tested in week 4 of next year. |
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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 6, L.A.F I tested in week 4 of next year. |
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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 6, L.A.F I tested in week 4 of next year. |
|
Inference: Conclusion/Generalization
The learner will be able to
make inferences, generalizations, or draw conclusions about text and support them with evidence from the text and his/her experience.
| Strand |
Bloom's |
Scope |
Source |
| Inference |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.4 |
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Story Elements: Actions/Plot/Theme
The learner will be able to
contrast the actions, appearances, and motivations of fictional characters and discuss the relevance of the contrasts to the plot or theme.
| Strand |
Bloom's |
Scope |
Source |
| Story Elements |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.3 |
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Critical Thinking: Describe/Connect
The learner will be able to
apply knowledge of text structure, organization, and purpose to describe and connect the basic ideas, arguments, and perspectives of the text.
| Strand |
Bloom's |
Scope |
Source |
| Critical Thinking |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 2 |
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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 6, L.A. II tested in week 4 of next year. |
|
Reading Aloud: Narrative/Expository
The learner will be able to
read grade level narrative and expository materials out loud fluently and accurately.
| Strand |
Bloom's |
Scope |
Source |
| Reading Aloud |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.1 |
|
Reading Aloud: Narrative/Expository
The learner will be able to
read grade level narrative and expository materials out loud with suitable pacing, intonation, and expression.
| Strand |
Bloom's |
Scope |
Source |
| Reading Aloud |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.1 |
|
Main Idea: Identify
The learner will be able to
identify main ideas from reading passages.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.3 |
|
Main Idea: Clarify
The learner will be able to
clarify main ideas in reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 3 |
|
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 6, I.6.2 tested in week 4 of next year. |
|
Character: Understand
The learner will be able to
understand character as an element of story structure.
| Strand |
Bloom's |
Scope |
Source |
| Character |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.15 tested in week 4 of next year. |
|
Theme: Stated/Implied/Identify
The learner will be able to
identify the stated or implied theme in literary texts.
| Strand |
Bloom's |
Scope |
Source |
| Themes |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.4 |
|
Theme: Central Idea/Meaning/Comprehend
The learner will be able to
comprehend that the central idea or meaning of a selection is called theme.
| Strand |
Bloom's |
Scope |
Source |
| Themes |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.4 |
|
Theme: Understand
The learner will be able to
understand theme as an element of story structure.
| Strand |
Bloom's |
Scope |
Source |
| Themes |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.15 tested in week 4 of next year. |
|
Inference: Reading Material
The learner will be able to
make inferences from reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Inference |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.9 tested in week 4 of next year. |
|
Inference: Distinguish
The learner will be able to
distinguish between supported inferences and fact versus opinion.
| Strand |
Bloom's |
Scope |
Source |
| Inference |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.5 |
|
Story Elements: Understand
The learner will be able to
understand story elements.
| Strand |
Bloom's |
Scope |
Source |
| Story Elements |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.15 tested in week 4 of next year. |
|
Figurative Language: Simile/Comprehend
The learner will be able to
comprehend the use of figurative words in similes.
| Strand |
Bloom's |
Scope |
Source |
| Figurative Language |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.5 |
|
Figurative Language: Simile/Explain
The learner will be able to
explain the use of figurative words in similes.
| Strand |
Bloom's |
Scope |
Source |
| Figurative Language |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.5 |
|
Figurative Language: Metaphor/Comprehend
The learner will be able to
comprehend the use of figurative words in metaphors.
| Strand |
Bloom's |
Scope |
Source |
| Figurative Language |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.5 |
|
Figurative Language: Metaphor/Explain
The learner will be able to
explain the use of figurative words in metaphors.
| Strand |
Bloom's |
Scope |
Source |
| Figurative Language |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.5 |
|
Compare: Reading Material
The learner will be able to
make comparisons between reading material.
| Strand |
Bloom's |
Scope |
Source |
| Compare/Contrast |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.2 tested in week 4 of next year. |
|
Strategies: Features/Support/Use
The learner will be able to
use text features to support comprehension of informational text.
| Strand |
Bloom's |
Scope |
Source |
| Reading Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.1 |
|
Strategies: Pictures/Using
The learner will be able to
use pictures to gain an understanding of the written text.
| Strand |
Bloom's |
Scope |
Source |
| Reading Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.3 tested in week 4 of next year. |
|
Strategies: Heading Cues
The learner will be able to
use headings to understand reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Reading Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.3 tested in week 4 of next year. |
|
Strategies: Caption Cues
The learner will be able to
use captions to understand reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Reading Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.3 tested in week 4 of next year. |
|
Strategies: Features/Use/Find
The learner will be able to
use text features to find information in text.
| Strand |
Bloom's |
Scope |
Source |
| Reading Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.1 |
|
Strategies: Textual Cues/Apply
The learner will be able to
apply the use of textual cues.
| Strand |
Bloom's |
Scope |
Source |
| Reading Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.3 tested in week 4 of next year. |
|
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 6, 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 6, L.A.F I tested in week 4 of next year. |
|
Sources: Variety/Chapter Books/Read
The learner will be able to
read and understand a variety of chapter books.
| Strand |
Bloom's |
Scope |
Source |
| Source |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, L.A. II tested in week 4 of next year. |
|
Setting: Understand
The learner will be able to
understand setting as an element of story structure.
| Strand |
Bloom's |
Scope |
Source |
| Setting |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.15 tested in week 4 of next year. |
|
Plot: Problem/Conflict/Recognize
The learner will be able to
recognize the primary problem or conflict of the plot.
| Strand |
Bloom's |
Scope |
Source |
| Plot |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.2 |
|
Plot: Resolution/Describe
The learner will be able to
describe the resolution of the primary problem or conflict of a plot.
| Strand |
Bloom's |
Scope |
Source |
| Plot |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.2 |
|
Plot: Understand
The learner will be able to
understand elements of plot.
| Strand |
Bloom's |
Scope |
Source |
| Plot |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.15 tested in week 4 of next year. |
|
Literary Device: Function/Explain
The learner will be able to
explain the function of literary devices in a variety of texts.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.5 |
|
Literary Device: Explain Effect
The learner will be able to
explain the effect of literary devices.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.3.5 |
|
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 6, II.6.13 tested in week 4 of next year. |
|
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 5, Standard 2 |
|
Reading Behaviors: Stories/Read
The learner will be able to
read stories.
| Strand |
Bloom's |
Scope |
Source |
| Reading Behaviors |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, L.A. II tested in week 4 of next year. |
|
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 5, Standard 2 |
|
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 6, I.6.1 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 6, I.6.1 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 6, I.6.1 tested in week 4 of next year. |
|
Analyzing: Chronological/Sequential
The learner will be able to
analyze text organized in chronological or sequential order.
| Strand |
Bloom's |
Scope |
Source |
| Analyzing |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.2 |
|
Written: Understanding
The learner will be able to
write in response to reading materials in order to demonstrate a thorough understanding of the text.
| Strand |
Bloom's |
Scope |
Source |
| Reading Responses: Written |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.2 |
|
Written: Respond/Writing
The learner will be able to
respond to reading selections through writing.
| Strand |
Bloom's |
Scope |
Source |
| Reading Responses: Written |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.14 tested in week 4 of next year. |
|
Details: Main Idea/Support
The learner will be able to
identify details which support a main idea in a given reading selection.
| Strand |
Bloom's |
Scope |
Source |
| Support: Detail |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.2.3 |
|
Informative: Ideas/Issues/Events
The learner will be able to
give informative presentations about important ideas, issues, or events by generating questions that direct the research, establishing a main idea or topic developed with basic facts, details, examples and explanations.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Informative |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.10 |
|
General: Presentation/Deliver/Evaluate
The learner will be able to
assess oral communication and deliver organized, formal presentations that are focussed and coherent, convey clear ideas, relate to the audience's background and interests, and use traditional strategies, including narration, exposition, persuasion, and description, while applying Standard English conventions.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: General |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 7 |
|
Techniques: Enhance Meaning
The learner will be able to
enhance meaning through the use of appropriate volume, phrasing, timing, and gestures.
| Strand |
Bloom's |
Scope |
Source |
| Communication Strategies/Techniques |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.6 |
|
Response: Show/Summarize/Support
The learner will be able to
provide an oral response to literature showing comprehension of several ideas or images presented in the work, summarizing significant events and details, and supporting conclusions with examples from the text.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Responses |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.11 |
|
Narrative: Descriptive/Words/Phrases/Use
The learner will be able to
use descriptive words and phrases to establish a situation, plot, point of view, and setting when delivering a narrative presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.9 |
|
Ideas: Support/Example
The learner will be able to
use examples to support his/her ideas.
| Strand |
Bloom's |
Scope |
Source |
| Facts/Ideas |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.5 |
|
Ideas: Evidence/Support
The learner will be able to
use evidence to support his/her ideas.
| Strand |
Bloom's |
Scope |
Source |
| Facts/Ideas |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.5 |
|
Ideas: Clarify/Example
The learner will be able to
provide examples for ideas to clarify his/her point.
| Strand |
Bloom's |
Scope |
Source |
| Facts/Ideas |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.5 |
|
Ideas: Clarify/Evidence
The learner will be able to
provide evidence for ideas to clarify his/her point.
| Strand |
Bloom's |
Scope |
Source |
| Facts/Ideas |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.5 |
|
General: Focus
The learner will be able to
select a focus for his/her presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: General |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.4 |
|
Organization: Pattern/Choose
The learner will be able to
choose an organizational pattern to use in an oral presentation.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.4 |
|
Point of View: Choose
The learner will be able to
choose a point of view for his/her oral presentation.
| Strand |
Bloom's |
Scope |
Source |
| Point of View |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.4 |
|
Narrative: Show Not Tell
The learner will be able to
deliver a narrative presentation which shows, not tells, the events of the story.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.7.9 |
|
Emergent Spelling: Syllable Patterns
The learner will be able to
spell syllable patterns.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Spelling |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.7 |
|
Spelling: Root Words
The learner will be able to
spell root words correctly.
| Strand |
Bloom's |
Scope |
Source |
| Spelling Applications |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.7 |
|
Spelling: Contractions
The learner will be able to
spell words with contractions correctly.
| Strand |
Bloom's |
Scope |
Source |
| Spelling Applications |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.7 |
|
Spelling: Mistakes/Limited/Produce
The learner will be able to
produce writing with limited or no spelling errors.
| Strand |
Bloom's |
Scope |
Source |
| Spelling Applications |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Lang. In Use Rubric,#4 tested in week 4 of next year. |
|
Prefixes
The learner will be able to
correctly spell words that have a prefix.
| Strand |
Bloom's |
Scope |
Source |
| Prefix |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.7 |
|
Suffix: Spell
The learner will be able to
correctly spell words which have a suffix.
| Strand |
Bloom's |
Scope |
Source |
| Suffix |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.7 |
|
|
Study and Research Skills
|
|
|
Letter Writing: Variety/Write
The learner will be able to
write a variety of letters.
| Strand |
Bloom's |
Scope |
Source |
| General Letter Writing |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.14 tested in week 4 of next year. |
|
Charts: Create
The learner will be able to
create charts.
| Strand |
Bloom's |
Scope |
Source |
| Chart |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.14 tested in week 4 of next year. |
|
Lists: Create
The learner will be able to
create lists.
| Strand |
Bloom's |
Scope |
Source |
| Graphical Format |
Knowledge |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.14 tested in week 4 of next year. |
|
Organizing Information: Information/Find
The learner will be able to
use organizational features to find information.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.4 |
|
Notes: Taking/Techniques
The learner will be able to
utilize effective note-taking techniques.
| Strand |
Bloom's |
Scope |
Source |
| Notes: Taking/Organizing |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.5 |
|
Thesaurus: Alternative Words/Meanings
The learner will be able to
recognize alternative word choices and meanings through the use of a thesaurus.
| Strand |
Bloom's |
Scope |
Source |
| Thesaurus |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.7 |
|
Reference Form: Understand
The learner will be able to
read and understand developmentally appropriate reference material.
| Strand |
Bloom's |
Scope |
Source |
| Reference Form |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, L.A. II tested in week 4 of next year. |
|
Computers: Organize Information
The learner will be able to
use computers to organize information.
| Strand |
Bloom's |
Scope |
Source |
| Technology: Information Processing |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.6 |
|
Strategies: Greek/Latin/Apply
The learner will be able to
apply knowledge of uncommon Greek and Latin root words and word parts to analyze the meaning of complex words.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.4 |
|
Strategies: Word Parts/Apply
The learner will be able to
apply an understanding of word parts, word relationships, and context clues to determine the meaning of specialized vocabulary and understand grade-level vocabulary words.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 1 |
|
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 5, 5.1.3 |
|
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 5, 5.1.3 |
|
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 5, 5.1.3 |
|
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 5, 5.1.3 |
|
Vocabulary: Command/Produce
The learner will be able to
produce writing with command over vocabulary.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Ext. Elaborated Rubric 6-12,#4 tested in week 4 of next year. |
|
Word Origin: Meaning
The learner will be able to
use the origin of words to interpret their meaning.
| Strand |
Bloom's |
Scope |
Source |
| Word Origin |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.2 |
|
Homograph: Purpose
The learner will be able to
understand the purpose of homographs.
| Strand |
Bloom's |
Scope |
Source |
| Homograph |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.3 |
|
Homograph: Explain Meaning
The learner will be able to
explain the meaning of common homographs.
| Strand |
Bloom's |
Scope |
Source |
| Homograph |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 5, 5.1.3 |
|
Edit: Meaning/Focus/Improve
The learner will be able to
improve meaning and focus by adding, removing, clarifying, combining and rearranging words and sentences to edit writing.
| Strand |
Bloom's |
Scope |
Source |
| Editing |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.10 |
|
Revise: Meaning/Focus/Improve
The learner will be able to
improve meaning and focus by adding, removing, clarifying, combining and rearranging words and sentences to revise writing.
| Strand |
Bloom's |
Scope |
Source |
| Revising |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.10 |
|
Essay: Clear/Coherent/Focused
The learner will be able to
write essays that are clear, coherent, and focused, progressing through the stages of the writing process, and proofread, edit, and revise written text.
| Strand |
Bloom's |
Scope |
Source |
| Essay/Composition |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 4 |
|
Journal: Maintaining
The learner will be able to
maintain a journal.
| Strand |
Bloom's |
Scope |
Source |
| Journal |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.14 tested in week 4 of next year. |
|
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 6, II.6.14 tested in week 4 of next year. |
|
Genre: Expository/Narrative/Descriptive
The learner will be able to
compose expository, persuasive, descriptive, and narrative texts of at least 500 words.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 5, Standard 5 |
|
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 6, I.6.4a, I.6.4b tested in week 4 of next year. |
|
Writing as a Process: Purpose
The learner will be able to
utilize the writing process appropriately for different purposes.
| Strand |
Bloom's |
Scope |
Source |
| Writing as a Process |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.6 |
|
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 5, 5.4.8 |
|
Narrative: Multiple Paragraph
The learner will be able to
write multiple paragraph narrative pieces that develop a situation or plot, describe the setting, and include an ending.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.2 |
|
Persuasive: Letters/Compositions/Compose
The learner will be able to
compose persuasive letters or compositions that convey a clear position on a proposal, supported by relevant evidence and effective emotional appeals, that addresses reader concerns while following a basic organizational pattern that begins with the most appealing statements and ends with the weakest points.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.4 |
|
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 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Research Report: Ideas/Issues/Events
The learner will be able to
write research reports about important ideas, issues, or events by generating questions that direct the research, establishing a main idea or topic developed with basic facts, details, examples and explanations, and using various resources, including firsthand interviews, reference materials, and electronic sources.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.3 |
|
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 5, 5.5.6 |
|
Purposes: Style/Tone/Adjust
The learner will be able to
adjust writing style and tone for specific writing purposes and audiences.
| Strand |
Bloom's |
Scope |
Source |
| Writing Purposes |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.6 |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Bloom's |
Scope |
Source |
| Writing Purposes |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, L.A. II tested in week 4 of next year. |
|
Edit: Proofread/Corrections/Show
The learner will be able to
use an editing checklist or list of rules to proofread his/her own writing and the writing of others, showing specific examples of corrections of common errors.
| Strand |
Bloom's |
Scope |
Source |
| Editing: Language Conventions |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.9 |
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Bloom's |
Scope |
Source |
| Audience |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, L.A. II tested in week 4 of next year. |
|
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 6, Lang. In Use Rubric,#4 tested in week 4 of next year. |
|
Informative: Order
The learner will be able to
write informative pieces with multiple paragraphs that use chronological order or other sequence to present important ideas or events.
| Strand |
Bloom's |
Scope |
Source |
| Expository: Informative |
|
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.3 |
|
Prewriting: Discussing
The learner will be able to
use discussion to generate ideas for writing.
| Strand |
Bloom's |
Scope |
Source |
| Prewriting |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 4, 5.4.1 |
|
Prewriting: List/Notebook/Maintain
The learner will be able to
maintain a list or notebook of ideas for writing.
| Strand |
Bloom's |
Scope |
Source |
| Prewriting |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.1 |
|
Prewriting: Graphic Organizers
The learner will be able to
use graphic organizers to prepare to draft writing.
| Strand |
Bloom's |
Scope |
Source |
| Prewriting |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 4, 5.4.1 |
|
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 5, Standard 4 |
|
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 6, I.6.4b tested in week 4 of next year. |
|
Revise: Written Work
The learner will be able to
revise written work.
| Strand |
Bloom's |
Scope |
Source |
| Revising |
Evaluation |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.4a tested in week 4 of next year. |
|
Drafting: Strategies/Variety
The learner will be able to
apply a variety of drafting strategies.
| Strand |
Bloom's |
Scope |
Source |
| Drafting |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.4a tested in week 4 of next year. |
|
Organization: Logical Flow/Ideas
The learner will be able to
maintain a logical flow of ideas.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, An.& Elab.Rub.6-12#6,Ext.&Ext.Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Organization: Solid/Beginning/Middle/End
The learner will be able to
produce solid, meaningful writing containing a beginning, middle, and end.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Organization: Order/Enrich/Use
The learner will be able to
use organizational order that enriches meaning.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Poetry: Content/Produce
The learner will be able to
produce poetry emphasizing content.
| Strand |
Bloom's |
Scope |
Source |
| Poetry |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 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 6, Elaborated Rubric 6-12,#6 tested in week 4 of next year. |
|
Response: Support/Prior Knowledge
The learner will be able to
use prior knowledge to support a personal opinion in a written response to a piece of literature.
| Strand |
Bloom's |
Scope |
Source |
| Writing Responses |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.2 |
|
Response: Support/Text References
The learner will be able to
use text references to support a personal opinion in a written response to a piece of literature.
| Strand |
Bloom's |
Scope |
Source |
| Writing Responses |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.2 |
|
Response: Prompt/Respond
The learner will be able to
respond to each specific aspect of a writing prompt.
| Strand |
Bloom's |
Scope |
Source |
| Writing Responses |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Response: Interpretation/Important Ideas
The learner will be able to
write a response to literature offering an interpretation that shows a comprehensive understanding of the text's important ideas.
| Strand |
Bloom's |
Scope |
Source |
| Writing Responses |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.2 |
|
Technology: Basic Skills/Write
The learner will be able to
write using basic computer skills.
| Strand |
Bloom's |
Scope |
Source |
| Writing Technologies |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.6 |
|
Paragraph: Mistakes/Limited/Produce
The learner will be able to
produce writing with limited or no paragraphing mistakes.
| Strand |
Bloom's |
Scope |
Source |
| Paragraph Content |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Lang. In Use Rubric,#4 tested in week 4 of next year. |
|
Strategies: Technique/Produce
The learner will be able to
produce writing that contains remarkable technique.
| Strand |
Bloom's |
Scope |
Source |
| Writing Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Analytic Rubric 6-12,#6, Elaborated Rubric 6-12,#6 tested in week 4 of next year. |
|
Strategies: Author Technique/Apply
The learner will be able to
apply authors' techniques in his/her own writing.
| Strand |
Bloom's |
Scope |
Source |
| Writing Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Strategies: Technique/Sufficient/Produce
The learner will be able to
produce writing containing sufficient technique.
| Strand |
Bloom's |
Scope |
Source |
| Writing Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Ext. Rub. 6-12#4, Ext. Elab. Rub. 6-12#4 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 6, 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 6, L.A.F I tested in week 4 of next year. |
|
Strategies: Literature
The learner will be able to
use literature as a writing prompt.
| Strand |
Bloom's |
Scope |
Source |
| Writing Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.8 tested in week 4 of next year. |
|
Expository: Structure
The learner will be able to
understand the structure of expository text.
| Strand |
Bloom's |
Scope |
Source |
| Expository |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.16 tested in week 4 of next year. |
|
Narrative: Setting
The learner will be able to
include a setting within narrative writing.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
|
Narrative: Point of View
The learner will be able to
write a narrative which communicates his/her point of view.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
|
Narrative: Conflict
The learner will be able to
include a conflict within narrative writing.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
|
Narrative: Show Not Tell
The learner will be able to
write a narrative story which shows, not tells, the events of the story.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
|
Narrative: Plot
The learner will be able to
include a plot within narrative writing.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.1 |
|
Narrative: Write
The learner will be able to
write a narrative piece.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, II.6.14 tested in week 4 of next year. |
|
Emergent Writing: Listing/Knowledge
The learner will be able to
write lists to demonstrate his/her knowledge of a topic.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Writing |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Ext. Elaborated Rubric 6-12,#4 tested in week 4 of next year. |
|
Sentence Content: Complex/Use
The learner will be able to
use complex sentences in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Content |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elaborated Rubric 6-12,#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 5, Standard 5 |
|
Purposes: Language/Choose
The learner will be able to
choose language that is appropriate for the intended purpose.
| Strand |
Bloom's |
Scope |
Source |
| Writing Purposes |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, An. & Elab. Rub. 6-12#6, Ext. & Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Purposes: Task/Complete
The learner will be able to
fully complete the writing task.
| Strand |
Bloom's |
Scope |
Source |
| Writing Purposes |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Main Idea: Theme/Unify/Produce
The learner will be able to
produce writing with a unifying main idea or theme.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Diction: Standard English/Apply
The learner will be able to
apply principles of Standard English in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Diction |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, Standard 6 |
|
Clarity/Focus: Topic/Ramble/Produce
The learner will be able to
produce writing that does not stray from the topic or ramble.
| Strand |
Bloom's |
Scope |
Source |
| Clarity/Focus |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Clarity/Focus: Complete/Purpose/Maintain
The learner will be able to
maintain complete focus for the writing purpose.
| Strand |
Bloom's |
Scope |
Source |
| Clarity/Focus |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Analytic Rubric 6-12,#6, Elaborated Rubric 6-12,#6 tested in week 4 of next year. |
|
Clarity/Focus: Relevant Information
The learner will be able to
include relevant information in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Clarity/Focus |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Extended Rubric 6-12,#4 tested in week 4 of next year. |
|
Focus: Purpose
The learner will be able to
maintain a focus which suits a given writing purpose.
| Strand |
Bloom's |
Scope |
Source |
| Clarity/Focus |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Ext. Rub. 6-12#4, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Edit: Spelling
The learner will be able to
edit for correct spelling.
| Strand |
Bloom's |
Scope |
Source |
| Editing: Language Conventions |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.7 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 6, I.6.5 tested in week 4 of next year. |
|
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 6, I.6.5 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 6, I.6.5 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 6, I.6.6 tested in week 4 of next year. |
|
Edit: Spelling/Proofread
The learner will be able to
proofread written works for spelling.
| Strand |
Bloom's |
Scope |
Source |
| Editing: Language Conventions |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.7 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 6, I.6.5 tested in week 4 of next year. |
|
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 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 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 5, Standard 5 |
|
Audience: Language/Choose
The learner will be able to
choose language that is appropriate for the intended audience.
| Strand |
Bloom's |
Scope |
Source |
| Audience |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, An. & Elab. Rub. 6-12#6, Ext. & Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Tone: Purpose
The learner will be able to
choose an appropriate tone for a given writing purpose.
| Strand |
Bloom's |
Scope |
Source |
| Tone |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, An.&Elab.Rub.6-12#6,Ext.& Ext, Elab.Rub. 6-12#4 tested in week 4 of next year. |
|
Tone: Audience
The learner will be able to
write using the appropriate tone for the intended audience.
| Strand |
Bloom's |
Scope |
Source |
| Tone |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, An.&Elab.Rub.6-12#6,Ext.&Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
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 6, An. & Elab. Rub. 6-12#6, Ext. & Elab. Rub. 6-12#4 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 6, Elaborated Rubric 6-12,#6 tested in week 4 of next year. |
|
Topic: Investigate
The learner will be able to
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 6, Ext. Elaborated Rubric 6-12,#4 tested in week 4 of next year. |
|
Topic: Develop/Supporting Ideas
The learner will be able to
develop the topic with relevant supporting ideas in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Topic |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Ext. Rub. 6-12#4, Ext. Elab. Rub. 6-12#4 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 6, Analytic Rubric 6-12,#6, Elaborated Rubric 6-12,#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 6, Analytic Rubric 6-12,#6, Elaborated Rubric 6-12,#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 6, Elaborated Rubric 6-12,#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 6, Analytic Rubric 6-12,#6, Elaborated Rubric 6-12,#6 tested in week 4 of next year. |
|
Transitions: Use/Begin/Ideas
The learner will be able to
begin to use transitions to connect ideas.
| Strand |
Bloom's |
Scope |
Source |
| Transition |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.6.2 |
|
Transitions: Sentence/Idea/Use
The learner will be able to
write using fluid transitions between sentences and ideas in order to enhance meaning.
| Strand |
Bloom's |
Scope |
Source |
| Transition |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Transitions: Sentence/Paragraph/Use
The learner will be able to
write using fluid transitions between sentences and paragraphs in order to enhance meaning.
| Strand |
Bloom's |
Scope |
Source |
| Transition |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
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 6, Analytic Rubric 6-12,#6, Elaborated Rubric 6-12,#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 6, I.6.6 tested in week 4 of next year. |
|
Strategies: Prewriting/Use
The learner will be able to
use prewriting strategies to plan what to write.
| Strand |
Bloom's |
Scope |
Source |
| Prewriting: Strategies |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, I.6.4a tested in week 4 of next year. |
|
Detail: Sufficient/Developed/Use
The learner will be able to
use sufficient, developed supporting details.
| Strand |
Bloom's |
Scope |
Source |
| Support: Detail |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Ext. Elaborated Rubric 6-12,#4 tested in week 4 of next year. |
|
Detail: Remarkable/Developed/Produce
The learner will be able to
produce writing with completely developed, remarkable supporting details.
| Strand |
Bloom's |
Scope |
Source |
| Support: Detail |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elaborated Rubric 6-12,#6 tested in week 4 of next year. |
|
Informative: Transitions
The learner will be able to
write informative pieces with multiple paragraphs that link paragraphs by using details and transitions.
| Strand |
Bloom's |
Scope |
Source |
| Expository: Informative |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.3 |
|
Informative: Conclusion/Summarize
The learner will be able to
write informative pieces with multiple paragraphs that summarize important ideas and details in a concluding paragraph.
| Strand |
Bloom's |
Scope |
Source |
| Expository: Informative |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.4.3 |
|
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 6, Analytic Rubric 6-12,#6, Elaborated Rubric 6-12,#6 tested in week 4 of next year. |
|
Word: Vocabulary/Explain/Describe
The learner will be able to
use vocabulary in order to make exact, detailed explanations, elaborate descriptions, and clear, colorful actions.
| Strand |
Bloom's |
Scope |
Source |
| Word |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Elab. Rub. 6-12#6, Ext. Elab. Rub. 6-12#4 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 6, Elaborated Rubric 6-12,#6 tested in week 4 of next year. |
|
Word: Usage/Mistakes/Limited/Produce
The learner will be able to
produce writing with limited or no word usage mistakes.
| Strand |
Bloom's |
Scope |
Source |
| Word |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Lang. In Use Rubric,#4 tested in week 4 of next year. |
|
Word: Usage/Sufficient/Produce
The learner will be able to
produce writing containing sufficient word usage.
| Strand |
Bloom's |
Scope |
Source |
| Word |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, Ext. Rub. 6-12#4, Ext. Elab. Rub. 6-12#4 tested in week 4 of next year. |
|
Word: Variety/Interesting
The learner will be able to
use a variety of words to make writing interesting.
| Strand |
Bloom's |
Scope |
Source |
| Word |
Application |
Master |
IN: Academic Standards, 2000, Grade 5, 5.5.5 |
|
|
