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Saint Matthew Parish School |
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Saint Matthew Parish School |
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Language Arts - Grade 3 |
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Genre: Expositor/Narrative/Variety/Read
The learner will be able to
read a variety of grade level appropriate narrative and expository texts, including classic and contemporary literature, poetry, children's magazines and newspapers, reference materials, and on-line information.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 3, Standard 2 |
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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 3, Standard 3 |
|
Multicultural Literature: Plots
The learner will be able to
understand the basic plots of classic fairy tales, myths, folk tales, legends, and fables from a variety of places around the world.
| Strand |
Bloom's |
Scope |
Source |
| Multicultural Literature |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.2, Phonics Tool Kit 3.3 p.29 |
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Genre: Common
The learner will be able to
recognize a variety of common literary genres.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.1, Phonics Tool Kit 3.3 p.29 |
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Sentence Structure: Sentences/Write
The learner will be able to
correctly write declarative, imperative, interrogative, or exclamatory sentences with end punctuation.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Structure |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.2 |
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Noun: Compound/Recognize
The learner will be able to
recognize compound nouns.
| Strand |
Bloom's |
Scope |
Source |
| Noun |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.5 |
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Noun: Compound/Writing/Use
The learner will be able to
correctly use compound nouns in writing.
| Strand |
Bloom's |
Scope |
Source |
| Noun |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.5 |
|
Verb Tense: Future/Identify
The learner will be able to
identify future tense verbs.
| Strand |
Bloom's |
Scope |
Source |
| Verb Tense |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.4 |
|
Verb Tense: Future/Use
The learner will be able to
use the future tense correctly in writing.
| Strand |
Bloom's |
Scope |
Source |
| Verb Tense |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.4 |
|
Subject-Verb: Identify
The learner will be able to
identify correct subject-verb agreement.
| Strand |
Bloom's |
Scope |
Source |
| Subject-Verb Agreement |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.3 |
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Subject-Verb: Agreement
The learner will be able to
use correct subject-verb agreement.
| Strand |
Bloom's |
Scope |
Source |
| Subject-Verb Agreement |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.3 |
|
Pronoun: Identify
The learner will be able to
identify pronouns.
| Strand |
Bloom's |
Scope |
Source |
| Pronoun |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.5 |
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Pronoun: Use/Writing
The learner will be able to
use pronouns correctly in writing.
| Strand |
Bloom's |
Scope |
Source |
| Pronoun |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.5 |
|
Article: Recognize
The learner will be able to
recognize articles.
| Strand |
Bloom's |
Scope |
Source |
| Article |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.5 |
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Article: Writing/Use
The learner will be able to
correctly use articles in writing.
| Strand |
Bloom's |
Scope |
Source |
| Article |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.5 |
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Adjective: Recognize
The learner will be able to
recognize adjectives.
| Strand |
Bloom's |
Scope |
Source |
| Adjective |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.5 |
|
Adjective: Writing/Use
The learner will be able to
correctly use adjectives in writing.
| Strand |
Bloom's |
Scope |
Source |
| Adjective |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.5 |
|
Present: Identify
The learner will be able to
identify present tense verbs.
| Strand |
Bloom's |
Scope |
Source |
| Verb Tense: Present |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.4 |
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Present: Use/Writing
The learner will be able to
use the present tense correctly in writing.
| Strand |
Bloom's |
Scope |
Source |
| Verb Tense: Present |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.4 |
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Past: Identify
The learner will be able to
identify past tense verbs.
| Strand |
Bloom's |
Scope |
Source |
| Verb Tense: Past |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.4 |
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Past: Use/Writing
The learner will be able to
use the past tense correctly in writing.
| Strand |
Bloom's |
Scope |
Source |
| Verb Tense: Past |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.4 |
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Capitalization: Holiday
The learner will be able to
capitalize holidays.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Proper Nouns |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.7 |
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Capitalization: Geographical Names
The learner will be able to
correctly capitalize geographical names.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Proper Nouns |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.7 |
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Capitalization: Events
The learner will be able to
capitalize names of events.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Proper Nouns |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.7 |
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Capitalization: Names of Eras/Events
The learner will be able to
capitalize historical eras and events.
| Strand |
Bloom's |
Scope |
Source |
| Capitalization: Proper Nouns |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.7 |
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Comma: Address
The learner will be able to
correctly use a comma in an address.
| Strand |
Bloom's |
Scope |
Source |
| Comma |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.6 |
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Comma: City/State
The learner will be able to
use a comma between a city and state.
| Strand |
Bloom's |
Scope |
Source |
| Comma |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.6 |
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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 3, 3.6.6 |
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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 3, 3.6.6 |
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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 3, Standard 7 |
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Literary Device: Musical Elements
The learner will be able to
recognize musical elements of literary devices in oral language.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.4 |
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Fact/Opinion: Speaker/Differentiate
The learner will be able to
differentiate between facts and the speaker's opinions.
| Strand |
Bloom's |
Scope |
Source |
| Fact/Opinion |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.11 |
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Paraphrasing: Restate/Speaker
The learner will be able to
restate what a speaker has said.
| Strand |
Bloom's |
Scope |
Source |
| Paraphrasing/Restating |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.1 |
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Paraphrasing: Speaker
The learner will be able to
paraphrase what a speaker has said.
| Strand |
Bloom's |
Scope |
Source |
| Paraphrasing/Restating |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.1 |
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Relationship: Ideas/Experiences
The learner will be able to
establish connections and relationships between his/her ideas and experiences to those of the speaker.
| Strand |
Bloom's |
Scope |
Source |
| Relationship |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.2 |
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Purposes: Explain/Speaker
The learner will be able to
explain what a speaker has said.
| Strand |
Bloom's |
Scope |
Source |
| Listening Purposes |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.1 |
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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 3, Standard 7 |
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Media Message: Ideas/Points of View
The learner will be able to
compare ideas and points of view communicated in broadcast media, print media, or the Internet.
| Strand |
Bloom's |
Scope |
Source |
| Media Message |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.10 |
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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 3, Standard 2 |
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Reading Aloud: Poetry/Prose
The learner will be able to
read poetry and prose aloud fluently, rhythmically, and with the proper timing, using appropriate voice intonation in order to emphasize important sections of the text being read.
| Strand |
Bloom's |
Scope |
Source |
| Reading Aloud |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.9 |
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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 3, 3.1.3, Phonics Tool Kit 3.1 p.14 |
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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 3, 3.1.3, Phonics Tool Kit 3.1 p.14 |
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Prior Knowledge: Question/Support
The learner will be able to
ask questions and support answers by relating prior knowledge with literal information in reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Prior Knowledge |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.2, Phonics Tool Kit 3.2 p.28 |
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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 3, 3.2.4, Phonics Tool Kit 3.2 p.28 |
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Main Idea: Expository/Distinguish
The learner will be able to
determine the difference between the main idea and supporting details in expository text.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.5, Phonics Tool Kit 3.2 p.29 |
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Predictions: Reading Materials/Make
The learner will be able to
make predictions about reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Predicting |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.4, Phonics Tool Kit 3.2 p.28 |
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Predict Outcome: Revise
The learner will be able to
revise predictions made about reading material.
| Strand |
Bloom's |
Scope |
Source |
| Predicting |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.4, Phonics Tool Kit 3.2 p.28 |
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Character: Speaker/Narrator/Recognize
The learner will be able to
recognize the speaker or narrator in a text selection.
| Strand |
Bloom's |
Scope |
Source |
| Character |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.6, Phonics Tool Kit 3.3 p.29 |
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Character: Determine/Words/Actions
The learner will be able to
determine character description from a character's words or actions.
| Strand |
Bloom's |
Scope |
Source |
| Character |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.3, Phonics Tool Kit 3.3 p.29 |
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Character: Determine/Author/Illustrator
The learner will be able to
determine character description by how the author or illustrator portrays the character.
| Strand |
Bloom's |
Scope |
Source |
| Character |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.3, Phonics Tool Kit 3.3 p.29 |
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Theme: Fiction/Determine
The learner will be able to
determine the theme or underlying message in fictional text.
| Strand |
Bloom's |
Scope |
Source |
| Themes |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.4, Phonics Tool Kit 3.3 p.29 |
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Theme: Nonfiction/Determine
The learner will be able to
determine the theme or underlying message in nonfiction text.
| Strand |
Bloom's |
Scope |
Source |
| Themes |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.4, Phonics Tool Kit 3.3 p.29 |
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Detail: Important Information
The learner will be able to
identify important information in reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Detail |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.6, Phonics Tool Kit 3.2 p.29 |
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Detail: Appropriate Information
The learner will be able to
identify appropriate information in reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Detail |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.6, Phonics Tool Kit 3.2 p.29 |
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Word: Multiple Syllables
The learner will be able to
read words with multiple syllables.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Reading: Word |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.2, Phonics Tool Kit 3.1 p.14 |
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Questions: Text/Understanding/Answer
The learner will be able to
show understanding by finding the answers within the text.
| Strand |
Bloom's |
Scope |
Source |
| Questions |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.3, Phonics Tool Kit 3.2 p.28 |
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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 3, Standard 2 |
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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 3, Standard 2 |
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Sound: Similar Words
The learner will be able to
identify the similarities of sounds in words in a reading selection.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device: Sound |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, Phonics Tool Kit 3.3 p.29 |
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Sound: Words/Imitate/Recognize
The learner will be able to
recognize that some words are used to imitate sounds in reading selections.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device: Sound |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.5 |
|
Sound: Patterns/Imitate/Recognize
The learner will be able to
recognize that some rhythmic patterns are used to imitate sounds in reading selections.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device: Sound |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.5 |
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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 3, Standard 1 |
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Decode: Word Family/Complex/Recognize
The learner will be able to
recognize complex word families.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Reading: Decode |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.1, Phonics Tool Kit 3.1 p.14 |
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Decode: Word Family/Complex/Use
The learner will be able to
employ the use of complex word families to decode new words.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Reading: Decode |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.1, Phonics Tool Kit 3.1 p.14 |
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Rhythm: Rhythmical Patterns
The learner will be able to
identify rhythmical patterns in a literary selection.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device: Rhythm |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, Phonics Tool Kit 3.3 p.29 |
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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 3, Standard 1 |
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Solution: Identify
The learner will be able to
identify both the problem and solution within a reading section.
| Strand |
Bloom's |
Scope |
Source |
| Problem/Solution |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.6, Phonics Tool Kit 3.2 p.29 |
|
Oral Interpretation: Design/Present
The learner will be able to
design and present an oral dramatic interpretation of experiences, stories, poems, or plays.
| Strand |
Bloom's |
Scope |
Source |
| Oral Composition/Interpretation |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.13 |
|
Organization: Ideas/Order
The learner will be able to
order ideas chronologically or around main points of information.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.5 |
|
Narrative: Audience/Insight/Show
The learner will be able to
present a short narrative presentation, showing insight into why the chosen event should interest the audience.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.12 |
|
Narrative: Character/Setting/Plot
The learner will be able to
present a short narrative presentation, using well-chosen details to develop characters, setting, and plot.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.12 |
|
Descriptive: Support/Sensory Details
The learner will be able to
deliver a descriptive presentation that uses concrete sensory details to describe and support impressions of people, places, things, or experiences.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Descriptive |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.14 |
|
Pronunciation: Dictionary
The learner will be able to
use a dictionary to check the proper pronunciation of unfamiliar words.
| Strand |
Bloom's |
Scope |
Source |
| Pronunciation |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.7, Phonics Tool Kit 3.1 p.26 |
|
Nonverbal: Visual Aid/Object/Clarify
The learner will be able to
use visual aids, such as objects, to clarify oral communication.
| Strand |
Bloom's |
Scope |
Source |
| Communication: Nonverbal |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.8 |
|
Nonverbal: Visual Aid/Picture/Clarify
The learner will be able to
use visual aids, such as pictures, to clarify oral communication.
| Strand |
Bloom's |
Scope |
Source |
| Communication: Nonverbal |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.8 |
|
Nonverbal: Visual Aid/Chart/Clarify
The learner will be able to
use visual aids, such as charts, to clarify oral communication.
| Strand |
Bloom's |
Scope |
Source |
| Communication: Nonverbal |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.8 |
|
Nonverbal: Visual Aid/Object/Enhance
The learner will be able to
use visual aids, such as objects, to enhance oral communication.
| Strand |
Bloom's |
Scope |
Source |
| Communication: Nonverbal |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.8 |
|
Nonverbal: Visual Aid/Picture/Enhance
The learner will be able to
use visual aids, such as pictures, to enhance oral communication.
| Strand |
Bloom's |
Scope |
Source |
| Communication: Nonverbal |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.8 |
|
Nonverbal: Visual Aid/Chart/Enhance
The learner will be able to
use visual aids, such as charts, to enhance oral communication.
| Strand |
Bloom's |
Scope |
Source |
| Communication: Nonverbal |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.8 |
|
Main Idea: Details/Use
The learner will be able to
use details to develop the main idea of an oral presentation.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea/Support |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.6 |
|
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 3, 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 3, Standard 7 |
|
General: Props/Clarify/Use
The learner will be able to
use props to clarify an oral presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: General |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.8 |
|
General: Props/Enhance
The learner will be able to
use props to enhance an oral presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: General |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.8 |
|
Questions: Complete Responses/Give
The learner will be able to
give complete responses to questions.
| Strand |
Bloom's |
Scope |
Source |
| Questions |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.3 |
|
Questions: Appropriate Responses/Give
The learner will be able to
give appropriate responses to questions.
| Strand |
Bloom's |
Scope |
Source |
| Questions |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.3 |
|
Techniques: Clear Vocabulary/Apply
The learner will be able to
apply clear vocabulary to communicate ideas.
| Strand |
Bloom's |
Scope |
Source |
| Communication Strategies/Techniques |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.7 |
|
Techniques: Clear Vocabulary/Tone/Apply
The learner will be able to
apply clear vocabulary to establish tone.
| Strand |
Bloom's |
Scope |
Source |
| Communication Strategies/Techniques |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.7 |
|
Techniques: Specific/Tone/Apply
The learner will be able to
apply specific vocabulary to establish tone.
| Strand |
Bloom's |
Scope |
Source |
| Communication Strategies/Techniques |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.7 |
|
Speech: Organize
The learner will be able to
organize a speech by including a beginning, middle, and end.
| Strand |
Bloom's |
Scope |
Source |
| Speech |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.6 |
|
Word Choice: Specific/Communicate/Apply
The learner will be able to
apply specific vocabulary to communicate ideas.
| Strand |
Bloom's |
Scope |
Source |
| Word Choice |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.7 |
|
Narrative: Proper Context
The learner will be able to
deliver a narrative presentation providing proper context for the events described.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.7.12 |
|
Emergent Spelling: Blends/One Syllable
The learner will be able to
correctly spell one syllable words that have blends.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Spelling |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.8, Phonics Tool Kit 3.6 p.23 |
|
Emergent Spelling: Contractions
The learner will be able to
correctly spell one syllable words that have contractions.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Spelling |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.8, Phonics Tool Kit 3.6 p.23 |
|
Emergent Spelling: Compounds
The learner will be able to
correctly spell one syllable words that have compounds.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Spelling |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.8, Phonics Tool Kit 3.6 p.23 |
|
Emergent Spelling: Basic/One Syllable
The learner will be able to
correctly spell one syllable words that have basic spelling patterns.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Spelling |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.8, Phonics Tool Kit 3.6 p.23 |
|
Emergent Spelling: Homophones
The learner will be able to
correctly spell one syllable words that have basic homophones.
| Strand |
Bloom's |
Scope |
Source |
| Emergent Spelling |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.8, Phonics Tool Kit 3.6 p.23 |
|
|
Study and Research Skills
|
|
|
Letter Writing: Audience/Purpose/Context
The learner will be able to
compose personal, persuasive, and formal letters, thank-you notes, and invitations that demonstrate an awareness of audience knowledge and interests, establishing a purpose and context, and including the date, appropriate salutation, body, closing, and signature.
| Strand |
Bloom's |
Scope |
Source |
| General Letter Writing |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.3 |
|
Book Parts: Information/Find
The learner will be able to
find information in a text by using titles, tables of content, chapter headings, glossaries, or indexes.
| Strand |
Bloom's |
Scope |
Source |
| Book Parts |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.1, Phonics Tool Kit 3.2 p.28 |
|
Letter Writing: Informal/Write
The learner will be able to
write informal letters.
| Strand |
Bloom's |
Scope |
Source |
| General Letter Writing |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, Standard 5 |
|
Letter Writing: Formal/Write
The learner will be able to
write formal letters.
| Strand |
Bloom's |
Scope |
Source |
| General Letter Writing |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, Standard 5 |
|
Sources: Variety/Structure
The learner will be able to
understand the structure of a variety of resource material.
| Strand |
Bloom's |
Scope |
Source |
| Reference |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, Phonics Tool Kit 3.4 p.32 |
|
Sources: Variety/Organization
The learner will be able to
understand the organization of a variety of resource material.
| Strand |
Bloom's |
Scope |
Source |
| Reference |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, Phonics Tool Kit 3.4 p.32 |
|
Source: Utilize/Various References
The learner will be able to
utilize various reference sources to gather information.
| Strand |
Bloom's |
Scope |
Source |
| Reference |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.4 |
|
Alphabetizing: Words
The learner will be able to
alphabetize words.
| Strand |
Bloom's |
Scope |
Source |
| Alphabetizing |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.9, Phonics Tool Kit 3.6 p.23 |
|
Charts: Ideas/Develop
The learner will be able to
develop ideas by using charts.
| Strand |
Bloom's |
Scope |
Source |
| Chart |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.2, Phonics Tool Kit 3.4 p.32 |
|
Directions: Multiple Step
The learner will be able to
follow multiple step directions.
| Strand |
Bloom's |
Scope |
Source |
| Directions |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.7, Phonics Tool Kit 3.2 p.29 |
|
Diagrams: Ideas/Develop
The learner will be able to
develop ideas by using diagrams.
| Strand |
Bloom's |
Scope |
Source |
| Diagram |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.2, Phonics Tool Kit 3.4 p.32 |
|
Research Skills: Locate Ideas
The learner will be able to
locate ideas.
| Strand |
Bloom's |
Scope |
Source |
| Research Skills |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, Standard 4 |
|
Word Structure: Comprehend/Choose
The learner will be able to
comprehend basic word structure, applying knowledge of letter patterns he/she chooses 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 3, Standard 1 |
|
Word Choice: Grade Appropriate/Speak
The learner will be able to
speak precisely about various issues, showing knowledge of grade appropriate words.
| Strand |
Bloom's |
Scope |
Source |
| Word Choice |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.5, Phonics Tool Kit 3.1 p.26 |
|
Prefix: Knowledge/Apply
The learner will be able to
apply knowledge of prefixes to determine the meaning of words (including un-, re-, pre-, and mis-).
| Strand |
Bloom's |
Scope |
Source |
| Prefix |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.8, Phonics Tool Kit 3.1 p.26 |
|
Suffix: Knowledge/Apply
The learner will be able to
apply knowledge of suffixes to determine the meaning of words (including -er, -est, and -ful).
| Strand |
Bloom's |
Scope |
Source |
| Suffix |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.8, Phonics Tool Kit 3.1 p.26 |
|
Synonym: Unfamiliar/Interpret
The learner will be able to
apply his/her knowledge of synonyms to interpret the meaning of unfamiliar words.
| Strand |
Bloom's |
Scope |
Source |
| Synonym |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.4, Phonics Tool Kit 3.1 p.25 |
|
Antonym: Unfamiliar/Interpret
The learner will be able to
apply his/her knowledge of antonyms to interpret the meaning of unfamiliar words.
| Strand |
Bloom's |
Scope |
Source |
| Antonym |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.4, Phonics Tool Kit 3.1 p.25 |
|
Context: Unfamiliar Words
The learner will be able to
use context clues to decide the meaning of unfamiliar words.
| Strand |
Bloom's |
Scope |
Source |
| Context |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.6, Phonics Tool Kit 3.1 p.26 |
|
Context: Word Meaning
The learner will be able to
use the context of a sentence to determine the meaning of a specified word.
| Strand |
Bloom's |
Scope |
Source |
| Context |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.6, Phonics Tool Kit 3.1 p.26 |
|
Strategies: Dictionary
The learner will be able to
determine the meaning of unknown words by using a dictionary.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.7, Phonics Tool Kit 3.1 p.26 |
|
Homograph: Knowledge/Apply
The learner will be able to
apply his/her knowledge of homographs to interpret the meaning of unfamiliar words.
| Strand |
Bloom's |
Scope |
Source |
| Homograph |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.4, Phonics Tool Kit 3.1 p.25 |
|
Homophone: Word Meaning/Apply
The learner will be able to
apply his/her knowledge of homophones to interpret the meaning of unfamiliar words.
| Strand |
Bloom's |
Scope |
Source |
| Homophone |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.4, Phonics Tool Kit 3.1 p.25 |
|
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 3, 3.5.5 |
|
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 3, 3.4.6 |
|
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 3, 3.5.5 |
|
Descriptive: Main Idea/Develop/Support
The learner will be able to
write descriptions of people, places, things or experiences that develop a focused main idea, using details for support.
| Strand |
Bloom's |
Scope |
Source |
| Descriptive |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.2 |
|
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 3, Standard 4 |
|
Cursive: Words/Paper Edges/Space
The learner will be able to
write cursive letters legibly, leaving space between words and the edges of the paper.
| Strand |
Bloom's |
Scope |
Source |
| Print/Cursive |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.1 |
|
Generate Ideas: Locate
The learner will be able to
locate ideas for stories and descriptions by engaging in conversations with others, and in books, magazines, textbooks, or on the Internet.
| Strand |
Bloom's |
Scope |
Source |
| Prewriting: Generate Ideas |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.1, Phonics Tool Kit 3.4 p.32 |
|
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 3, 3.4.5, Phonics Tool Kit 3.4 p.32 |
|
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 3, Standard 4, 3.4.2, Phonics Tool Kit 3.4 p.32 |
|
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 3, 3.4.2, Phonics Tool Kit 3.4 p.32 |
|
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 3, Standard 4 |
|
Edit: Other Writers/Proofread
The learner will be able to
proofread the writing of others.
| Strand |
Bloom's |
Scope |
Source |
| Editing |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, Phonics Tool Kit 3.4 p.32 |
|
Edit: Proofread
The learner will be able to
proofread written works.
| Strand |
Bloom's |
Scope |
Source |
| Editing |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, Phonics Tool Kit 3.4 p.32 |
|
Revise: Checklist/Use
The learner will be able to
use a revision checklist to revise writing.
| Strand |
Bloom's |
Scope |
Source |
| Revising |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, Phonics Tool Kit 3.4 p.32 |
|
Evaluating Writing: Checklist/Use
The learner will be able to
use a revision checklist to evaluate writing.
| Strand |
Bloom's |
Scope |
Source |
| Evaluating Writing |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, Phonics Tool Kit 3.4 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 3, 3.4.5 |
|
Paragraph: Support
The learner will be able to
write a paragraph which includes supporting details.
| Strand |
Bloom's |
Scope |
Source |
| Paragraph Content |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3, Phonics Tool Kit 3.4 p.32 |
|
Paragraph: Support/Fact
The learner will be able to
write a paragraph which includes supporting facts.
| Strand |
Bloom's |
Scope |
Source |
| Paragraph Content |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3, Phonics Tool Kit 3.4 p.32 |
|
Narrative: Action/Context/Provide
The learner will be able to
provide a context which allows an action to take place when writing narratives.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.1 |
|
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 3, Standard 5 |
|
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 3, Standard 6 |
|
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 3, 3.4.7 |
|
Cursive: Space Evenly
The learner will be able to
write cursive letters and space them evenly.
| Strand |
Bloom's |
Scope |
Source |
| Print/Cursive |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.1 |
|
Cursive: Space Words
The learner will be able to
space words correctly when writing in cursive.
| Strand |
Bloom's |
Scope |
Source |
| Print/Cursive |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.1 |
|
Cursive: Legible
The learner will be able to
write cursive letters legibly.
| Strand |
Bloom's |
Scope |
Source |
| Print/Cursive |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.1 |
|
Revise: Topic
The learner will be able to
revise writing to better focus on topic.
| Strand |
Bloom's |
Scope |
Source |
| Revising: Content |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.8, Phonics Tool Kit 3.4 p.32 |
|
Revise: Progression of Ideas
The learner will be able to
revise writing for proper progression of ideas.
| Strand |
Bloom's |
Scope |
Source |
| Revising: Content |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.8, Phonics Tool Kit 3.4 p.32 |
|
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 3, Standard 5 |
|
Details: Plot/Develop
The learner will be able to
write a narrative which includes details that develop the plot.
| Strand |
Bloom's |
Scope |
Source |
| Narrative: Detail |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.1 |
|
Topic Sentence: Paragraph/Write
The learner will be able to
write an organized paragraph with a topic sentence.
| Strand |
Bloom's |
Scope |
Source |
| Paragraph Content: Topic Sentence |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3, Phonics Tool Kit 3.4 p.32 |
|
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 3, Standard 5 |
|
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 3, 3.5.4 |
|
|
