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MVSD |
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Curriculum 01/12/03 |
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Language Arts - Grade 1 |
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Genre: Fiction/Nonfiction/Listen/Discuss
The learner will be able to
listen to and discuss various fiction and nonfiction texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 1; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 683.03.a |
Classroom
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Informational Text: Read/Various
The learner will be able to
read various informational materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Informational Text |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, III; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.a |
Classroom
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Narrative: Various/Read
The learner will be able to
read various narrative texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Comprehension |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, III; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.a |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Narrative: Descriptive [Software]. |
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Genre: Identify
The learner will be able to
identify the genre of a given passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Genre |
Knowledge |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02.a |
Classroom
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Technical: Information/Gather
The learner will be able to
read to gather technical information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Technical |
Comprehension |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.05.b |
Classroom
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Language Processes: Information/Relate
The learner will be able to
orally relate novel information in his/her own words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Applications: General |
Comprehension |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, III, Comprehension |
Classroom
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Grammar: Understanding/Develop
The learner will be able to
develop a beginning understanding of grammar.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Structure; ISAT |
Classroom
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Grammar: Rules/Apply
The learner will be able to
identify nouns ,action verbs, and pronouns (he, she, they).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02.c ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20; ISAT |
Classroom
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Sentence Structure: Understand
The learner will be able to
arrange words in order to form complete sentences; statements, questions, and commands, containing 4-6 words, using very basic vocabulary. Students will also recognize complete sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Comprehension |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Structure ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20; ISAT ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.b |
Classroom
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Expression: Word/Meaning/Understand
The learner will be able to
understand that words are part of language used to impart meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Expression |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Structure |
Classroom
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Expression: Sentence/Meaning/Understand
The learner will be able to
understand that sentences and phrases are part of language used to impart meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Expression |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Structure |
Classroom
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Adjective: Identify
The learner will be able to
identify the adjective in a given sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Knowledge |
Master |
0.5 |
ISAT |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Adjectives - A [Software]. |
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Verbs: Action/Identify
The learner will be able to
identify past and present tense action verbs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Action/Identify |
Knowledge |
Master |
1.0 |
ISAT |
Classroom
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Subject-verb agreement
The learner will be able to
recognize subject-verb recognize in a short simple sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Action/Identify |
|
Master |
1.0 |
ISAT |
Classroom
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;Noun: Plural Forms
The learner will be able to
identify the regular and irregular plural form of a noun.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Noun |
Knowledge |
Master |
2.0 |
ISAT |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Nouns [Software]. |
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Pronoun: Subject/Object
The learner will be able to
complete a given sentence with the correct subjective or objective pronoun, eg. me, them, us.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Comprehension |
Master |
1.0 |
ISAT |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Pronouns (Subject/Object) [Software]. |
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Pronoun: Nominative
The learner will be able to
use appropriate nominative pronouns: eg. he, she, it, or they.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Knowledge |
Master |
1.0 |
ISAT |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Pronouns (Subject/Object) [Software]. |
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Pronoun: Possessive/Use/Speaking/Writing
The learner will be able to
use the correct forms of possessive pronouns when speaking and writing: eg. her, his, their.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Application |
Master |
1.0 |
ISAT |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Pronouns (Possessive) [Software]. |
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Pronoun: Takes the place of a noun
The learner will be able to
understand that a pronoun takes the place of a noun and is used to take the place of a singular "thing".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pronoun |
Knowledge |
Master |
2.0 |
ISAT |
Classroom
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Punctuation: Identify Correct
The learner will be able to
identify and use the correct punctuation namely; period, question mark and comma, exclamation point used in city/state, date.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Punctuation |
Knowledge |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Structure ; 8, ISAT |
Classroom
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Capitalization: Application of Rules
The learner will be able to
apply capitalization rules in his/her written work namely; proper nouns eg. names, name of cities, states, school and the first letter of a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capitalization: Applications |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02.c ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20, ISAT |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Capitalization - A [Software]. |
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Apostrophe: Simple Contractions
The learner will be able to
begin to use apostrophes correctly in contractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Apostrophe/Hyphen/Dash |
Application |
Master |
1.0 |
ISAT |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Apostrophes (Contractions/Possessives) [Software]. |
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Vocabulary: New
The learner will be able to
understand and use new vocabulary: comma, contraction, punctuate, tight mark, sentence, capital letter, capitalized, underlined, sentence, missing words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
1.0 |
ISAT |
Classroom
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Response: Expression/Literary
The learner will be able to
listen for literary expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.02 |
Classroom
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Strategies: Analyze/Evaluate
The learner will be able to
use listening strategies to analyze and evaluate ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Strategies |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.03 |
Classroom
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Presentation: Oral/Visual/Understand
The learner will be able to
use listening skills to understand, comprehend, and evaluate oral and visual presentations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Presentation |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682 |
Classroom
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Directions: Three Step
The learner will be able to
follow three-step directions given orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Application |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.04.a |
Classroom
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Response: Oral Presentations
The learner will be able to
listen to an oral presentation and compare and contrast the information presented and give appropriate feedback.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Responses |
Comprehension |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.02.a |
Classroom
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Behaviors: Eye Contact
The learner will be able to
maintain eye contact with a speaker.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
Application |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.01.a |
Classroom
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Questions: Who/What/Where/When
The learner will be able to
demonstrate critical listening by answering questions asking "who," "what," "where," and "when".
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.03.c, 682.01.C |
Classroom
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Cultural: Understanding/Enrich
The learner will be able to
use listening skills to acquire information which may enrich his/her understanding of different cultures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cultural Influences |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.01.b |
Classroom
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Emergent Listening: Repeat/Sequence
The learner will be able to
listen to and discriminate between two sounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Listening |
Comprehension |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.f Phonemic Awareness, IRI |
Classroom
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Critical Thinking: Fact/Opinion
The learner will be able to
differentiate between real and imaginary, and fact and opinion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Critical Thinking |
Analysis |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.03.a |
Classroom
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Assessment Resources |
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| · |
Skills Connection, EdVISION Corporation, Version 2.1, Fact and Opinion - A [Software]. |
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Fluency: Read Aloud
The learner will be able to
read aloud with fluency aproximately at 80 words a minute.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud: Fluency |
|
Master |
1.0 |
Hasbrouck, J. & Tindal, G. Teaching Exceptional Children (1992) |
Classroom
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Emergent Reading: Increasing Fluency
The learner will be able to
increase oral reading fluency to grade-level expectations (approximately.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
|
Reinforce |
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. |
Classroom
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Compare/Contrast: Human/Experience
The learner will be able to
read and respond to a wide range of literature to compare and contrast the multiple facets of the human experience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02 |
Classroom
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Compare: Experience/Understanding
The learner will be able to
recognize and compare his or her experiences and understanding to that of characters, events, and situations in a story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02.b |
Classroom
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Strategies: Visual/Structural/Meaning
The learner will be able to
combine visual, structural, and meaning cues to comprehend text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.a During Reading |
Classroom
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Strategies: Reread
The learner will be able to
use rereading as a strategy to develop fluency.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.d During Reading |
Classroom
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Purposes: Variety/Examine/Evaluate
The learner will be able to
critically examine and evaluate a variety of traditional, technical, and electronic materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.03 |
Classroom
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Reading Behaviors: Books/100-200
The learner will be able to
read 100-200 books within small groups and individually.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 1, III |
Classroom
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Response: Questions/Answer
The learner will be able to
answer comprehension questions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
|
Master |
|
ID: Reading Indicators, 2000, Grade 1, Spring week tested: 36. |
Classroom
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Reading Behaviors: Visualize
The learner will be able to
visualize various aspects of the text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 1, III, Comprehension |
Classroom
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Reading Behaviors: Read/Pleasure
The learner will be able to
read for one's own pleasure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 1, III |
Classroom
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Cause/Effect: "Why"/"How&
The learner will be able to
identify cause and effect relationships by answering "why," "how," and "what-if" questions and identify main ideas from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.03.b; 680.01.w |
Classroom
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Draw Conclusion: Reading Material
The learner will be able to
draw conclusions and make inferences about events taking place in the reading material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Analysis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.y Reading Comprehension |
Classroom
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Predicting: Discuss Predictions
The learner will be able to
as the story progresses, discuss one's own predictions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Comprehension |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.a Before Reading |
Classroom
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Predicting: Illustrations/Content
The learner will be able to
use illustrations to predict the content of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.q Before Reading |
Classroom
|
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Directions: Signs/Labels/Instructions
The learner will be able to
use signs, labels, and instructions to follow hard copies of directions as well as those from technological sources.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Comprehension |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.05.b |
Classroom
|
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Summary: Passage
The learner will be able to
construct meaning and summarize a reading passage in his/her own words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, III, Comprehension; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.03.b |
Classroom
|
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Story: Elements/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02.b |
Classroom
|
|
Compare: Plot/Setting/Characters/Two
The learner will be able to
compare the plot, setting, and characters of two stories.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Analysis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02.a |
Classroom
|
|
Strategies: Features/Use/Find
The learner will be able to
identify and use text features to find information in text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02.a; 680.04.a |
Classroom
|
|
Strategies: Self-Correct
The learner will be able to
self-correct to monitor his/her reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.s During Reading |
Classroom
|
|
Strategies: Effective/Use
The learner will be able to
develop and use effective reading strategies, such as decoding, context clues, and rereading to gain meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.r Phonics |
Classroom
|
|
Purposes: Traditional/Understanding
The learner will be able to
read various traditional reading materials to enhance his/her understanding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01 |
Classroom
|
|
Reading Behaviors: Grade Level/Read
The learner will be able to
fluently read grade level appropriate materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.u ; Idaho Reading Indicator |
Classroom
|
|
Construct Meaning: Text/Conventions
The learner will be able to
use one's own knowledge and text conventions to construct meaning and make predictions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Constructing Meaning: Strategies |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.p During Reading; 680.01.q |
Classroom
|
|
Prereading: Questions/Generate
The learner will be able to
generate questions that might be answered in a text prior to reading the text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pre-Reading |
Synthesis |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.b Before Reading |
Classroom
|
|
Prior Knowledge: Predict Content
The learner will be able to
use prior knowledge to predict content.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prior Knowledge |
Application |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.q Before Reading |
Classroom
|
|
Emergent Reading: Print Concepts
The learner will be able to
demonstrate comprehension of print concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
Comprehension |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Print |
Classroom
|
|
Sentence: Word/Recognize
The learner will be able to
recognize individual words in orally spoken sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Number/Sentence/Symbol |
Knowledge |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Phonological; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.b |
Classroom
|
|
Sentence: Isolation
The learner will be able to
read a given sentence presented in isolation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Number/Sentence/Symbol |
Application |
Master |
1.0 |
ID: Reading Indicators, 2000, Grade 1, Fall week tested: 36. |
Classroom
|
|
Fact: Difference/Fantasy
The learner will be able to
tell the difference between fact and fantasy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fact |
Analysis |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 684.03.a |
Classroom
|
|
Collect Information: Traditional
The learner will be able to
read traditional reading materials to collect information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes: Collect Information |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01 |
Classroom
|
|
Emergent Reading: Initial/Final Sounds
The learner will be able to
recognize and use initial and final sounds in decoding words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 2, 689.01.h Phonemic Awareness |
Classroom
|
|
Vocabulary: New
The learner will be able to
understand and use new vocabulary: last, after, story, after, book, first, directions, sentences, poem, index, table of contents, sign, passage, before, second, story, following, letter, label, note, article, list, questions, main idea, riddle, list, passage, thing, passage, sentence, problem, sign, list, poem, fairy tale.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
1.0 |
ISAT |
Classroom
|
|
Purposes: Information/Analysis/Critiques
The learner will be able to
use speaking skills to present information and analyses or critiques of written or viewed material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 683 |
Classroom
|
|
Purposes: Interpretations/Share
The learner will be able to
share interpretations of one's own work or literature through oral interpretations, memorization, presentation, and dramatic readings.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 683.02.a |
Classroom
|
|
Audience: Purpose/Situation
The learner will be able to
speak appropriately to a variety of audiences for different purposes and situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Audience |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 683.01.a |
Classroom
|
|
Purposes: Expression
The learner will be able to
speak with expression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 683.02 |
Classroom
|
|
Purposes: Opinion/Express/Problem/Solve
The learner will be able to
speak clearly , to share information ,to express his/her opinion, and to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Purposes |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 683.03.a; 683.01.a |
Classroom
|
|
Story: Participate/Courteous/Share/Turns
The learner will be able to
participate in story telling, share opinions, and take turns in a courteous manner.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story |
Application |
Master |
1.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1.; I; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 683.03.a.c |
Classroom
|
|
Strategies: Expression/Reread
The learner will be able to
reread to gain expression when speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Strategies |
Application |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.d During Reading |
Classroom
|
|
General: Titles
The learner will be able to
incorporate titles in making oral presentations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Strategies |
Analysis |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.b Before Reading |
Classroom
|
|
Sentence Structure: Phrasing/Fluency
The learner will be able to
use correct phrasing to develop fluency and expression when speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Structure |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.d During Reading |
Classroom
|
|
Questions: Clarify
The learner will be able to
ask questions to clarify his/her understanding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
Application |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 682.01.c |
Classroom
|
|
Grammar: Speaking
The learner will be able to
use correct grammar when speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Grammar |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 683.01.a |
Classroom
|
|
Word Choice: Age/Use
The learner will be able to
use vocabulary that is age appropriate.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 683.01.a |
Classroom
|
|
Rhymes: Recite
The learner will be able to
recite rhymes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rhythm/Rhyme |
Knowledge |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1.; I |
Classroom
|
|
Retell Story/ Elements/Plot/Setting/Char
The learner will be able to
retell a story describing story elements, such as plot, setting, and characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story: Retell |
Comprehension |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.03.b |
Classroom
|
|
Emergent Spelling: Letter/Sound
The learner will be able to
spell words using letter-sound relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Spelling |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, IV, Spelling |
Classroom
|
|
Strategies: Sounds/Sequence
The learner will be able to
spell by writing sounds in words in sequence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Strategies |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02.d |
Classroom
|
|
Spelling: Assigned/Spell
The learner will be able to
spell assigned spelling and reading words correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
Comprehension |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, IV, Spelling ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Spelling: Previously Studied
The learner will be able to
correctly spell previously studied words when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
Comprehension |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, IV, Spelling ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Spelling: High Frequency/Spell
The learner will be able to
regularly spell the first 30 words from the District Adopted high frequency words list correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
Comprehension |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02.d ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Sight Words: Identify
The learner will be able to
recognize common words that have been misspelled, either by sight or by applying basic rules of phonics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sight Word |
Knowledge |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Symbol; ISAT |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Sight Words - A [Software]. |
|
|
Spelling: High-Frequency
The learner will be able to
correctly spell words 1-30 from the district adopted high frequency word list.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spelling Applications |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1 |
Classroom
|
|
|
Study and Research Skills
|
|
|
Alphabetical Order: Library/Use
The learner will be able to
use knowledge of alphabetical order when using a classroom or school library/media center.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Alphabetizing |
Application |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.04.a |
Classroom
|
|
Title Page: Utilize
The learner will be able to
utilize a title page to locate information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Title Page |
Application |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.04.a |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Title Page - A [Software]. |
|
|
Research Technology: Services/Use
The learner will be able to
use electronic technology services to find information and gain understanding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Research Technology |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01 680.04 |
Classroom
|
|
Viewing Behaviors: Display Skills
The learner will be able to
display viewing comprehension skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Viewing Behaviors |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 684 |
Classroom
|
|
Media: Relationships/Ideas/Culture
The learner will be able to
investigate media for relationships, ideas, and cultural awareness.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Media |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 684.02.a |
Classroom
|
|
Media Presentation: Support/Explain
The learner will be able to
use support to explain, compare, and contrast various media presentations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Assumption |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 684.03.b |
Classroom
|
|
Visual Representation: Participate
The learner will be able to
participate in a visual project.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Visual Representation |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 684 |
Classroom
|
|
Observation: Info /Acquire/Understand
The learner will be able to
observe to acquire information and to gain understanding of main idea and one supporting detail.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Viewing Purposes |
Comprehension |
Master |
0.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 684.01, 684.01.a,b |
Classroom
|
|
Purposes: Media/Expression/View/Respond
The learner will be able to
view media for the purposes of expression and critical evaluation and respond after viewing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Viewing Purposes |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 684.02 684.03 |
Classroom
|
|
Nonprint: Main Idea/Supporting details
The learner will be able to
discuss main idea and one supporting detail in nonprint materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Assumption |
Comprehension |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 684.01.b |
Classroom
|
|
Expand: Discuss/Explain/Practice
The learner will be able to
use discussion, practice, and explanation to develop his/her vocabulary and the knowledge to use it.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary: Expand/Build |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 1, IV, Vocabulary |
Classroom
|
|
Strategies: Phrases/Compound Words
The learner will be able to
apply knowledge of compound words, contractions, and homophones to determine the meaning of phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.e During Reading |
Classroom
|
|
Strategies: Meaning/Semantics
The learner will be able to
identify and determine the meaning of a word by applying knowledge of semantics.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 1, III |
Classroom
|
|
Prefix: Word/Meaning/Unknown
The learner will be able to
apply his/her knowledge of prefixes to determine the meaning of unknown words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prefix |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.m Phonics |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Prefixes - A [Software]. |
|
|
Suffix: Word/Meaning/Unknown
The learner will be able to
apply his/her knowledge of suffixes to determine the meaning of unknown words: eg. ed, s, ing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Suffix |
Analysis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.m Phonics |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Suffixes - A [Software]. |
|
|
Compound Words /Contractions: Determine
The learner will be able to
use compound words and contractions to determine word meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compound Word |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.v During Reading |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Compound Words - B [Software]. |
|
|
Base Word: Meaning/Unknown/Word
The learner will be able to
identify base words to determine the meaning of unknown words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Base/Root Word |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.c Phonics |
Classroom
|
|
Word Meaning; Homonym,/Antonym/Synonym
The learner will be able to
use homonyms, antonyms and synonyms to determine word meaning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.v During Reading |
Classroom
|
|
Syllabication:
The learner will be able to
break a word into syllables and identify the number of syllables in a given word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Syllabication |
Knowledge |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Phonological ; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01c |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Syllabication [Software]. |
|
|
Vocabulary: Text/Recognize
The learner will be able to
recognize basic vocabulary in grade level text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Knowledge |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.02.a ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Strategies: Graphophonemic/Word
The learner will be able to
apply graphophonemic strategies to aid in reading unfamiliar words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary Strategies |
Application |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, III |
Classroom
|
|
Homophone: Word Meaning/Apply
The learner will be able to
identify homophones to interpret the meaning of unfamiliar words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Homophone |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.v During Reading |
Classroom
|
|
Descriptive: Writing/Utilize
The learner will be able to
utilize descriptive vocabulary from a word bank when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Choice: Descriptive |
Application |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02.b |
Classroom
|
|
Context: Word Meaning:For Assessment
The learner will be able to
understand and use the vocabulary words when assessed if: a word is underlined, a word is missing , more than one choice is given, to complete a sentence, or to determine when a sentence is correct.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Context |
Application |
Master |
2.0 |
ISAT |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Context for Word Meaning - A [Software]. |
|
|
Word Building: Onsets/Rimes/Create
The learner will be able to
use onsets and rimes to create and decode new words including blends and digraphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Building |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.b Phonics |
Classroom
|
|
Word: Letter/Sound Relationships
The learner will be able to
identify and use regular letter-sound relationships and determine regularly spelled one- and two-syllable words, consonants, consonant blends/digraphs, short/long vowels, and letter/sound relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.a Phonics |
Classroom
|
|
Word: Sight/150
The learner will be able to
read 150 sight words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.d Phonics |
Classroom
|
|
Final Sound: Identify/Isolate/Say
The learner will be able to
identify ,isolate and say the final sound of a word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Final Sound |
Knowledge |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Phonemic |
Classroom
|
|
Initial Sound: Identify/Isolate/Say
The learner will be able to
identify , isolate and say the initial sound of a word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Initial Sound |
Knowledge |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Phonemic;ISAT |
Classroom
|
|
Rhyming: Produce/Word Families
The learner will be able to
identify and produce rhyming words and substitute words in rhyming patterns and word families.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rhyming |
Application |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.d Phonemic Awareness; IRI; ISAT |
Classroom
|
|
Vowel: Match Short/Letter
The learner will be able to
match short vowel sounds to the correct letter of the alphabet.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vowel |
Application |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, III |
Classroom
|
|
Word Building: Phonemes/Substitute/Blend
The learner will be able to
blend and substitute phonemes in words: eg. say "cat" take away the "k" and put "h" What do you have now? hat.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Building |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.i Phonemic Awareness |
Classroom
|
|
Word Building: Transpose/Segment
The learner will be able to
transpose and segment phonemes in words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word Building |
Application, Analysis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 680.01.j Phonemic Awareness |
Classroom
|
|
Letters: Alphabet/Name
The learner will be able to
name all letters of the alphabet and place them in alphabetical order.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Letters |
Knowledge |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Symbol; IRI; ISAT |
Classroom
|
|
Word: Isolation
The learner will be able to
identify a word presented in isolation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Knowledge |
Master |
1.0 |
ID: Reading Indicators, 2000, Grade 1, Fall week tested: 36. |
Classroom
|
|
Phonics: Unfamiliar Words
The learner will be able to
apply phonics skills to sound out unfamiliar words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Phonetic Clues |
Application |
Master |
1.5 |
ID: Reading Indicators, 2000, Grade 1, Winter, Spring week tested: 36. |
Classroom
|
|
Interior: Identify/Isolate/Say
The learner will be able to
identify, isolate, and say the interior sound of a word.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interior |
Knowledge |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Phonemic |
Classroom
|
|
Consonant: Match/Letter/Letters
The learner will be able to
match a consonant sound to the correct letter of the alphabet including the consonant blends and consonant digraphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Consonant |
Application |
Master |
2.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, III; 680.01k; ISAT |
Classroom
|
| |
Assessment Resources |
| |
| · |
Skills Connection, EdVISION Corporation, Version 2.1, Consonants - A [Software]. |
|
|
Vocabulary: New
The learner will be able to
understand and use new vocabulary: picture, word, ending sound, match, find, missing word, prefix, choose, sentence, compound word, opposite, poem, rhyme, root or base word, vowel, letter, story.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
1.0 |
ISAT |
Classroom
|
|
Form: Variety
The learner will be able to
write in a variety of forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Form |
|
Master |
|
ID: Comprehensive Literacy Plan, 2000, Grade 1, IV, Writing |
Classroom
|
|
Writing as a Process: Apply/Demonstrate
The learner will be able to
apply and demonstrate the writing process.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing as a Process |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.01 ; 681.01.b; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Strategies: Skill/Conventions/Purpose
The learner will be able to
demonstrate skill and use of writing conventions appropriate to purpose and audience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Strategies |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681 |
Classroom
|
|
Purposes: Problem-Solve
The learner will be able to
write to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02.d |
Classroom
|
|
Purposes: Correctly/Write
The learner will be able to
write correctly.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Purposes |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02 |
Classroom
|
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Audience |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.01.d |
Classroom
|
|
Topic: Interest/Self/Write
The learner will be able to
write for him/herself about topics of interest.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Topic |
|
Master |
|
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.01.d ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Edit: Writing/Correct
The learner will be able to
the learner will be able to edit writing for errors including the first 30 high frequency words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Editing |
Analysis |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02 ;ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. ;ISAT |
Classroom
|
|
Drafting: Prewriting/Composition
The learner will be able to
the learner will begin to use pre-writing skills to draft a composition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Drafting |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.01.c; ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.03 ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1.; ID |
Classroom
|
|
Publishing: Share
The learner will be able to
share writing with others.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Publishing |
Comprehension |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.01.c |
Classroom
|
|
Publish: Written Works
The learner will be able to
publish written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Publishing |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.01.c |
Classroom
|
|
Strategies: Reread/Clarify/Revise/Edit
The learner will be able to
the learner will reread to clarify, revise, check word order and edit written works.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Writing Strategies |
Analysis |
Master |
1.5 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02.e, 681.01.c; Direct Writing Assessment,1998, Grade 4, week tested: 20. |
Classroom
|
|
Narrative: Personal Experience
The learner will be able to
write a narrative composition based on a personal experience.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Narrative |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.03.a ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Emergent Writing: Words/Use
The learner will be able to
write using words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing |
Application |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Print ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. : ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, % |
Classroom
|
|
Conventions: Left/Right
The learner will be able to
write using correct left to right progression.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing |
Application |
Master |
0.5 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Print : ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1.; |
Classroom
|
|
Sentence Content: Create/Organize/Idea
The learner will be able to
create and organize sentences with a central idea and supporting details with correctness and clarity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Content |
Application |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.02.a ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. : 1,681.02 |
Classroom
|
|
Forming Letters
The learner will be able to
apply knowledge of letters of the alphabet to write words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Print/Cursive |
Application |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, II, Print |
Classroom
|
|
Audience: Known
The learner will be able to
write for an audience of people he/she knows.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Audience |
Synthesis |
Master |
1.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.01.d ; ID: Direct Writing Assessment, 1998, Grade 4, week tested: 20. |
Classroom
|
|
Topic: Fluency/Words/Sentences
The learner will be able to
use words and sentences related to one topic to develop story fluency.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Topic |
Application |
Master |
2.0 |
ID: State Achievement Standards, Language Arts/Communications, 2001: Grade 1, 681.01.b |
Classroom
|
|
Letters: Upper/Lower/Form
The learner will be able to
the learner will be able to correctly form, write, use correct size and space upper and lower case letters when writing.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Writing: Letters |
Application |
Master |
1.0 |
ID: Comprehensive Literacy Plan, 2000, Grade 1, IV, Writing : 681.01a |
Classroom
|
|
Vocabulary: New
The learner will be able to
understand and use new vocabulary: sentence, letter, picture, period, capital letter, misspelled, proofread, missing word, choose, list, question, correct order.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension |
Master |
1.0 |
ISAT |
Classroom
|
|
|
