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Saint Matthew Parish School |
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Saint Matthew Parish School |
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Language Arts - Grade 6 |
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Poetry: Meaning/Explain
The learner will be able to
explain how a poem's meaning is conveyed through alliteration, rhyme, rhythm, word choice, figurative language, sentence structure, line length, and punctuation.
| Strand |
Bloom's |
Scope |
Source |
| Poetry |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.4 |
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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 6, Standard 3 |
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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 6, Standard 2 |
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Literature: Historical/Cultural/Enrich
The learner will be able to
read and respond to historically or culturally significant works of literature that mirror and enrich his/her studies in history and social sciences.
| Strand |
Bloom's |
Scope |
Source |
| Literature |
|
Master |
IN: Academic Standards, 2000, Grade 6, Standard 3 |
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Author: Evidence/Evaluate
The learner will be able to
evaluate how appropriately an author uses evidence to support his/her written material.
| Strand |
Bloom's |
Scope |
Source |
| Author |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.6 |
|
Fiction: Various/Recognize
The learner will be able to
recognize various types of fiction.
| Strand |
Bloom's |
Scope |
Source |
| Fiction |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.1 |
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Fiction: Form/Explain Characteristics
The learner will be able to
explain the key characteristics of various forms of fiction.
| Strand |
Bloom's |
Scope |
Source |
| Fiction |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.1 |
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Grammar: Pronoun/Verb Tense
The learner will be able to
recognize and use indefinite pronouns, present perfect, past perfect, and future perfect tenses.
| Strand |
Bloom's |
Scope |
Source |
| Grammar |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.2 |
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Sentence Structure: Main Idea/Support
The learner will be able to
express complete thoughts by effectively coordinating and subordinating ideas, including both main and supporting ideas.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Structure |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.1 |
|
Subject-Verb: Compound Subject
The learner will be able to
use correct subject-verb agreement in sentences with compound subjects.
| Strand |
Bloom's |
Scope |
Source |
| Modifier |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.2 |
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Comma: Use Conjunction/Compound
The learner will be able to
use a comma prior to a coordinate conjunction in a compound sentence.
| Strand |
Bloom's |
Scope |
Source |
| Comma |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.3 |
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Colon: Salutation/Use
The learner will be able to
use a colon after the salutation in a business letter.
| Strand |
Bloom's |
Scope |
Source |
| Colon |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.3 |
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Semicolon: Independent Clause/Use
The learner will be able to
use a semicolon to connect independent clauses.
| Strand |
Bloom's |
Scope |
Source |
| Semicolon |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.3 |
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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 6, 6.6.4 |
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Verbal/Nonverbal: Connect
The learner will be able to
make connections between a speaker's verbal and nonverbal communication practices.
| Strand |
Bloom's |
Scope |
Source |
| Verbal/Nonverbal Cues |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.1 |
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Literary Device: Rhetorical/Examine
The learner will be able to
examine the use of rhetorical devices, including repeating patterns, rhythm and timing of speech, and onomatopoeia, as used for intent and effect.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.8 |
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Directions: Multi-Step/Restate
The learner will be able to
restate multi-step directions.
| Strand |
Bloom's |
Scope |
Source |
| Directions |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.3 |
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Directions: Multi-Step/Follow
The learner will be able to
follow multi-step directions given orally.
| Strand |
Bloom's |
Scope |
Source |
| Directions |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.3 |
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Deliver: Emotion/Identify
The learner will be able to
identify emotion conveyed in the delivery of oral communication.
| Strand |
Bloom's |
Scope |
Source |
| Delivery |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.2 |
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Tone: Spoken Communication/Recognize
The learner will be able to
recognize tone in spoken communication.
| Strand |
Bloom's |
Scope |
Source |
| Tone |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.2 |
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Mood: Spoken Communication/Recognize
The learner will be able to
recognize the mood of a spoken communication.
| Strand |
Bloom's |
Scope |
Source |
| Mood |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.2 |
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Media Form: Organization/Identify
The learner will be able to
identify the organizational features of a variety of media.
| Strand |
Bloom's |
Scope |
Source |
| Media Form |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.1 |
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Media Form: Structures/Use
The learner will be able to
use the organizational structures of popular media to find information.
| Strand |
Bloom's |
Scope |
Source |
| Media Form |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.1 |
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Media Message: Electronic/Persuasive
The learner will be able to
recognize persuasive techniques in electronic media.
| Strand |
Bloom's |
Scope |
Source |
| Media Message |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.9 |
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Media Message: Electronic/Propaganda
The learner will be able to
recognize propaganda in electronic media.
| Strand |
Bloom's |
Scope |
Source |
| Media Message |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.9 |
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Media Message: Electronic/Misleading
The learner will be able to
recognize misleading messages in electronic media.
| Strand |
Bloom's |
Scope |
Source |
| Media Message |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.9 |
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Media Message: Electronic/False
The learner will be able to
recognize false messages in electronic media.
| Strand |
Bloom's |
Scope |
Source |
| Media Message |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.9 |
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Tone: Poem/Convey
The learner will be able to
describe how a poem's tone is conveyed through elements, such as word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
| Strand |
Bloom's |
Scope |
Source |
| Tone |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.4 |
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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 6, Standard 2 |
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Fluency: Poetry/Narrative/Expository
The learner will be able to
read poems, narratives, and expository texts fluently and accurately, using appropriate timing, vocal changes, and expression.
| Strand |
Bloom's |
Scope |
Source |
| Reading Aloud: Fluency |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.1 |
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Main Idea: Sources/Connect
The learner will be able to
make connections between main ideas by identifying their relationships to other sources.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.3 |
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Main Idea: Topics/Connect
The learner will be able to
make connections between main ideas by identifying their relationships to similar topics.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.3 |
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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 6, Standard 3 |
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Main Idea: Sources/Clarify
The learner will be able to
clarify main ideas by identifying their relationships to other sources.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.3 |
|
Main Idea: Topics/Clarify
The learner will be able to
clarify main ideas by identifying their relationships to similar topics.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.3 |
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Draw Conclusion: Reading Material
The learner will be able to
draw conclusions about reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Draw Conclusion |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.7 |
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Draw Conclusion: Support
The learner will be able to
draw conclusions that are supported by the text.
| Strand |
Bloom's |
Scope |
Source |
| Draw Conclusion |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.7 |
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Directions: Multiple/Applications/Follow
The learner will be able to
follow multiple step directions for preparing applications.
| Strand |
Bloom's |
Scope |
Source |
| Directions |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.5 |
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Theme: Feature/Determine
The learner will be able to
determine features of theme as demonstrated in the characters, actions, and images of a text.
| Strand |
Bloom's |
Scope |
Source |
| Themes |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.6 |
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Persuasive: Fallacies of Logic
The learner will be able to
identify fallacies of logic in written material.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.8 |
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Propaganda: Identify
The learner will be able to
identify propaganda in reading materials.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.8 |
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Inference: Adequate/Support/Assess
The learner will be able to
assess whether an author gives adequate support for his/her inferences.
| Strand |
Bloom's |
Scope |
Source |
| Inference |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.6 |
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Figurative Language: Simile/Metaphor
The learner will be able to
recognize and interpret figurative language, including similes and metaphors.
| Strand |
Bloom's |
Scope |
Source |
| Figurative Language |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.2 |
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Point of View: Speaker/Recognize
The learner will be able to
recognize the speaker.
| Strand |
Bloom's |
Scope |
Source |
| Point of View |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.5 |
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Point of View: 1st/3rd Person
The learner will be able to
differentiate between first and third person point of view.
| Strand |
Bloom's |
Scope |
Source |
| Point of View |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.5 |
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Plot: Evaluate/Believable
The learner will be able to
evaluate the extent to which a plot is believable.
| Strand |
Bloom's |
Scope |
Source |
| Plot |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.8 |
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Literary Device: Explain Effect/Various
The learner will be able to
explain the effect of literary devices on various fictional and nonfictional texts.
| Strand |
Bloom's |
Scope |
Source |
| Literary Device |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.7 |
|
Support: Evidence/Adequate/Judge
The learner will be able to
judge whether an author offers adequate evidence to support his/her conclusions.
| Strand |
Bloom's |
Scope |
Source |
| Support |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.6 |
|
Response: Statements/Text/Make
The learner will be able to
make appropriate statements about and supported by the text.
| Strand |
Bloom's |
Scope |
Source |
| Reading Responses: Critical |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.7 |
|
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 6, 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 6, Standard 2 |
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Trait: Affect/Plot/Conflict
The learner will be able to
analyze how character traits affect a story's plot, conflict, and resolution.
| Strand |
Bloom's |
Scope |
Source |
| Character: Trait |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.2 |
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Evaluate: Character/Believability
The learner will be able to
evaluate the believability of characters.
| Strand |
Bloom's |
Scope |
Source |
| Character: Evaluate |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.8 |
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Pattern: Compare/Contrast/Examine
The learner will be able to
examine a text that contains a compare/contrast organizational pattern.
| Strand |
Bloom's |
Scope |
Source |
| Organization: Pattern |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.2 |
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Techniques: Identify
The learner will be able to
identify persuasive techniques.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive: Techniques |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.8 |
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Analyze: Conflict/Resolution/Affect
The learner will be able to
analyze how setting affects a story's conflict and resolution.
| Strand |
Bloom's |
Scope |
Source |
| Setting: Analyze |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.3 |
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Analyze: Feature
The learner will be able to
analyze features of theme as demonstrated in the characters, actions, and images of a text.
| Strand |
Bloom's |
Scope |
Source |
| Themes: Analyze |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.6 |
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Persuasion: Audience Attention
The learner will be able to
deliver a persuasive speech which holds the audience's attention.
| Strand |
Bloom's |
Scope |
Source |
| Persuasion |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.13 |
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Persuasion: Audience Acceptance
The learner will be able to
deliver a persuasive presentation which encourages audience acceptance of his/her position.
| Strand |
Bloom's |
Scope |
Source |
| Persuasion |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.13 |
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Informative: Topic/Source/Develop
The learner will be able to
develop the topic of an informative presentation with facts, details, examples, and explanations from a variety of accepted sources, including speakers, periodicals, and on-line information.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Informative |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.11 |
|
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 6, Standard 7 |
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General: Presentation/Audience
The learner will be able to
choose a focus, organizational format, and point of view, matching the purpose, message, and his/her vocal modulation to the audience.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: General |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.4 |
|
Verbal Nonverbal: Attention/Sustain
The learner will be able to
synchronize hand and body movements, as well as applying effective volume, tone, and timing to sustain audience attention and interest.
| Strand |
Bloom's |
Scope |
Source |
| Communication: Verbal/Nonverbal |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.7 |
|
Narrative: Strategies/Variety
The learner will be able to
use a variety of narrative strategies when delivering a presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.10 |
|
Narrative: Develop Plot
The learner will be able to
deliver a narrative presentation using precise language and sensory details to develop plot.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.10 |
|
Narrative: Develop Character
The learner will be able to
deliver a narrative presentation using precise language and sensory details to develop character.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.10 |
|
Persuasion: Position/Explain
The learner will be able to
clearly explain his/her position in a persuasive presentation.
| Strand |
Bloom's |
Scope |
Source |
| Persuasion |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.13 |
|
Persuasion: Support/Evidence/Relevant
The learner will be able to
support persuasive presentations with relevant evidence.
| Strand |
Bloom's |
Scope |
Source |
| Persuasion |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.13 |
|
Persuasion: Information/Logical/Present
The learner will be able to
support persuasive presentations with logically sequenced information.
| Strand |
Bloom's |
Scope |
Source |
| Persuasion |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.13 |
|
Main Idea: Important Points/Emphasize
The learner will be able to
emphasize important points to enhance the listener's ability to follow the main idea.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea/Support |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.5 |
|
Main Idea: Important Points/Emphasize
The learner will be able to
emphasize important points to enhance the listener's ability to follow the main concepts.
| Strand |
Bloom's |
Scope |
Source |
| Main Idea/Support |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.5 |
|
Problem/Solution: Effects/Causes/Account
The learner will be able to
deliver presentations that account for possible causes and effects of problems.
| Strand |
Bloom's |
Scope |
Source |
| Problem/Solution |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.14 |
|
Problem/Solution: One Solution/Relate
The learner will be able to
deliver presentations which relate the problem with at least one solution.
| Strand |
Bloom's |
Scope |
Source |
| Problem/Solution |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.14 |
|
Problem/Solution: Persuasive Evidence
The learner will be able to
deliver a presentation which provides persuasive evidence confirming the problem and solution.
| Strand |
Bloom's |
Scope |
Source |
| Problem/Solution |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.14 |
|
Informative: Question/Narrow
The learner will be able to
narrow the scope of his/her informative presentation to thoroughly address significant questions.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Informative |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.11 |
|
Response: Idea/Image/Premise
The learner will be able to
provide oral responses to literature that are organized around clear ideas, images, or premises.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Responses |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.12 |
|
Response: Demonstrates Insight
The learner will be able to
provide oral responses to literature which demonstrate insight into the text.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Responses |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.12 |
|
Response: Examples/Develop
The learner will be able to
give examples from the text to develop his/her interpretation when responding orally to literature.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Responses |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.12 |
|
Response: Develop Inference
The learner will be able to
provide oral responses to literature which develop inferences based on a careful reading and understanding of the text.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Responses |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.12 |
|
Response: Examples/Justify
The learner will be able to
give examples from the text to justify his/her interpretation when responding orally to literature.
| Strand |
Bloom's |
Scope |
Source |
| Speaking Responses |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.12 |
|
Narrative: Dialogue/Tension/Suspense
The learner will be able to
make use of dialogue, tension, or suspense in narrative presentations.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.10 |
|
Narrative: Plot
The learner will be able to
include a plot when delivering a narrative presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.10 |
|
Narrative: Point of View
The learner will be able to
include a point of view when delivering a narrative presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.10 |
|
Narrative: Context/Include
The learner will be able to
include a context when delivering a narrative presentation.
| Strand |
Bloom's |
Scope |
Source |
| Presentation: Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.10 |
|
Support: Views/Evidence
The learner will be able to
support his/her views with evidence that has been researched and documented.
| Strand |
Bloom's |
Scope |
Source |
| Opinion: Support |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.6 |
|
Support: Views/Media/Visual
The learner will be able to
support his/her views with visual or media displays, using appropriate technology.
| Strand |
Bloom's |
Scope |
Source |
| Opinion: Support |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.6 |
|
Spelling: Frequently Misspelled
The learner will be able to
spell frequently misspelled words correctly.
| Strand |
Bloom's |
Scope |
Source |
| Spelling Applications |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.5 |
|
|
Study and Research Skills
|
|
|
Organization: Understanding/Develop
The learner will be able to
develop an understanding of texts through creation of notes, outlines, summaries, diagrams, or reports.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.4 |
|
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 6, 6.4.5 |
|
Research Technology: Structures/Use
The learner will be able to
use organizational structures of electronic texts to find information.
| Strand |
Bloom's |
Scope |
Source |
| Research Technology |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.6 |
|
Word Processing: Skills/Apply/Compose
The learner will be able to
apply word processing skills and principles of design, including margins, tabs, spacing, columns, and page orientation to compose well-formatted documents.
| Strand |
Bloom's |
Scope |
Source |
| Software: Word Processing |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.7 |
|
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 6, Standard 1 |
|
Foreign Words: Meaning/Identify
The learner will be able to
identify the meaning of frequently used foreign words.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary: Foreign |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.3 |
|
Foreign Words: Use/Speaking
The learner will be able to
use foreign word vocabulary appropriately when speaking.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary: Foreign |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.3 |
|
Origin/Foreign: Identify
The learner will be able to
identify the origins of frequently used foreign words.
| Strand |
Bloom's |
Scope |
Source |
| Word Origin: Foreign/Other Culture |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.3 |
|
Multiple Meaning: Literature/Identify
The learner will be able to
identify words that have multiple meanings in literature.
| Strand |
Bloom's |
Scope |
Source |
| Multiple Meaning |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.2 |
|
Multiple Meaning: Interpret
The learner will be able to
interpret multiple meaning words.
| Strand |
Bloom's |
Scope |
Source |
| Multiple Meaning |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.2 |
|
Vocabulary: Foreign Words/Writing/Use
The learner will be able to
use foreign words accurately in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.3 |
|
Strategies: Related Words/Explain
The learner will be able to
describe degrees of meaning for related words.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary Strategies |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.5 |
|
Strategies: Related Words/Understand
The learner will be able to
understand degrees of meaning for related words.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary Strategies |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.5 |
|
Unfamiliar Words: Word/Clue/Use
The learner will be able to
use other words as clues to understand unfamiliar words in informational texts.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.4 |
|
Unfamiliar Words: Sentence/Clue/Use
The learner will be able to
use sentences as clues to understand unfamiliar words in informational texts.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.4 |
|
Unfamiliar Words: Paragraph/Clue/Use
The learner will be able to
use paragraphs as clues to understand unfamiliar words in informational texts.
| Strand |
Bloom's |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.4 |
|
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 6, Standard 4 |
|
Essay: Thesis/Situation/Evidence
The learner will be able to
compose descriptive, expository, comparison and contrast, and problem and solution essays that are organized in a clear manner and contain a thesis or purpose, explain a situation, and offer evidence to support arguments and conclusions.
| Strand |
Bloom's |
Scope |
Source |
| Essay/Composition |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.2 |
|
Response: Develop Inference/Organize
The learner will be able to
write a response to literature which develops, organizes, and justifies inferences by supporting clear ideas with textual evidence and examples.
| Strand |
Bloom's |
Scope |
Source |
| Writing Responses |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.4 |
|
Genre: Expository/Narrative/Descriptive
The learner will be able to
write descriptive, narrative, expository, and persuasive texts from 500-700 words.
| Strand |
Bloom's |
Scope |
Source |
| Genre |
|
Master |
IN: Academic Standards, 2000, Grade 6, Standard 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 6, 6.4.8 |
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Bloom's |
Scope |
Source |
| Writing Purposes |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.7 |
|
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 6, Standard 4, 6.4.1 |
|
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 6, 6.4.1 |
|
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 6, Standard 4, 6.4.1 |
|
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 6, Standard 4 |
|
Edit: Own/Peers/Checklist/Errors
The learner will be able to
edit and proofread own writing and peers' writing using a checklist with examples of corrections for common errors.
| Strand |
Bloom's |
Scope |
Source |
| Editing |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.9 |
|
Organization: Pattern/Effective/Apply
The learner will be able to
apply various effective organizational patterns in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.4 |
|
Organization: Order of Importance
The learner will be able to
write using an order of importance or climatic order organizational pattern.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.4 |
|
Organization: Category
The learner will be able to
use categorical structures to organize writing.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.4 |
|
Organization: Compare/Contrast
The learner will be able to
use compare and contrast structures to organize writing.
| Strand |
Bloom's |
Scope |
Source |
| Organization |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.4 |
|
Response: Demonstrates Insight
The learner will be able to
write a response to literature which demonstrates insight into the text.
| Strand |
Bloom's |
Scope |
Source |
| Writing Responses |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.4 |
|
Response: Develop Inference
The learner will be able to
write a response to literature which develops inferences based on a careful reading and understanding of the text.
| Strand |
Bloom's |
Scope |
Source |
| Writing Responses |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.4 |
|
Form: Purpose
The learner will be able to
choose a writing form which suits a given writing purpose.
| Strand |
Bloom's |
Scope |
Source |
| Form |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.2 |
|
Narrative: Plot/Setting/Point of View
The learner will be able to
compose narratives that establish and maintain plot and setting, and have an appropriate point of view.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.1 |
|
Narrative: Details/Language/Contain
The learner will be able to
write narratives that contain sensory details and precise language in order to develop plot and character.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.1 |
|
Narrative: Literary Device/Contain
The learner will be able to
write narratives that include a variety of literary devices.
| Strand |
Bloom's |
Scope |
Source |
| Narrative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.1 |
|
Persuasive: Valid/Evidence/Write/
The learner will be able to
write persuasive texts that include valid evidence.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.5 |
|
Persuasive: Reader Concerns/Anticipate
The learner will be able to
write a persuasive piece that anticipates the concerns of the reader.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.5 |
|
Persuasive: Reader Concerns/Address
The learner will be able to
write a persuasive piece that addresses the concerns of the reader.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.5 |
|
Persuasive: Position/Proposal/State
The learner will be able to
clearly state his/her position on a proposal within persuasive pieces.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.5 |
|
Sentence Content: Simple
The learner will be able to
write a simple sentence.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Content |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.1 |
|
Sentence Content: Compound/Complex
The learner will be able to
use compound and complex sentences.
| Strand |
Bloom's |
Scope |
Source |
| Sentence Content |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.1 |
|
Research Paper: Bibliography/Include
The learner will be able to
include a bibliography with his/her research paper.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.3 |
|
Research Paper: Central Ideas/Support
The learner will be able to
compose research papers that support central ideas with facts, details, examples, and explanations from various authoritative sources.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.3 |
|
Research Paper: Question/Pertinent
The learner will be able to
write a research paper which asks pertinent questions closely related to the topic.
| Strand |
Bloom's |
Scope |
Source |
| Research Paper |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.3 |
|
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 6, 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 6, Standard 6 |
|
Revise: Paragraph/Organization
The learner will be able to
revise writing within and between paragraphs to improve organization.
| Strand |
Bloom's |
Scope |
Source |
| Revising: Content |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.10 |
|
Revise: Paragraph/Consistency
The learner will be able to
revise writing within and between paragraphs to improve consistency of ideas.
| Strand |
Bloom's |
Scope |
Source |
| Revising: Content |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.10 |
|
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 6, Standard 5 |
|
Audience: Write/Specific
The learner will be able to
create written materials for specific audiences.
| Strand |
Bloom's |
Scope |
Source |
| Audience |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.7 |
|
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: Academic Standards, 2000, Grade 6, 6.5.7 |
|
Audience: Style/Choose
The learner will be able to
choose an appropriate writing style for a given audience.
| Strand |
Bloom's |
Scope |
Source |
| Style: Audience |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.7 |
|
Argument: Anticipate/Counter Argument
The learner will be able to
write a persuasive piece that anticipates counter-arguments of the reader.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive: Argument |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.5 |
|
Argument: Address/Counter Arguments
The learner will be able to
write a persuasive piece that addresses counter-arguments of the reader.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive: Argument |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.5 |
|
Technique: Evidence/Organize/Include
The learner will be able to
include organized evidence in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive: Technique |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.5 |
|
Technique: Emotional Appeals/Include
The learner will be able to
include emotional appeals in his/her persuasive writing.
| Strand |
Bloom's |
Scope |
Source |
| Persuasive: Technique |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.5 |
|
Informative: Details/Specific/Include
The learner will be able to
write an informative paper which includes specific details.
| Strand |
Bloom's |
Scope |
Source |
| Expository: Informative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.3 |
|
Informative: Reader/Interest/Gain
The learner will be able to
write multi-paragraph informative pieces that gain the interests of the reader.
| Strand |
Bloom's |
Scope |
Source |
| Expository: Informative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.3 |
|
Informative: Purpose/Clear/Contain
The learner will be able to
write multi-paragraph informative pieces that contain a clear purpose.
| Strand |
Bloom's |
Scope |
Source |
| Expository: Informative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.3 |
|
Informative: Language/Precise/Include
The learner will be able to
write multi-paragraph informative pieces that include precise language.
| Strand |
Bloom's |
Scope |
Source |
| Expository: Informative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.3 |
|
Informative: Conclusion/Summary/Include
The learner will be able to
write informative pieces with a conclusion that includes a detailed summary that is connected to the purpose of the essay.
| Strand |
Bloom's |
Scope |
Source |
| Expository: Informative |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.3 |
|
Informative: Paragraphs/Multiple
The learner will be able to
write multiple-paragraph informative pieces.
| Strand |
Bloom's |
Scope |
Source |
| Expository: Informative |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.3 |
|
Word: Choice/Varied/Use
The learner will be able to
use varied word choice in his/her writing.
| Strand |
Bloom's |
Scope |
Source |
| Word |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.6 |
|
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