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Dallas School District
K-12 Curriculum
Elementary Language Arts - Grade K
Grade K
The Standards for the English Language Arts provide twelve standards that are "intended to serve as guidelines that provide ample room for the kinds of innovation and creativity that are essential to teaching and learning."
The Terra Nova Multiple Assessments assess students in first grade (Level 11).
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This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some example of genres are: science fiction, poetry, drama, British literature, and multicultural literature.
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Nonfiction: Reading
The learner will be able to
expose students to a variety of non-fiction.
| Strand |
Source |
| Informational Text |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3.; F (back mapped) |
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Poetry: Respond
The learner will be able to
explore and respond to poems and poetry.
| Strand |
Source |
| Poetry |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3.; F (back mapped) |
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Poetry: Structure/Identify
The learner will be able to
identify the structure of poetry.
| Strand |
Source |
| Poetry |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; D (back mapped) |
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Informational
The learner will be able to
understand an informaitonal, nonfiction story.
| Strand |
Source |
| Informational Text |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; G (back mapped) |
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Fiction
The learner will be able to
explore fiction.
| Strand |
Source |
| Fiction |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3, G.; National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1(back mapped) |
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Fiction: Respond
The learner will be able to
explore and respond to a variety of fiction.
| Strand |
Source |
| Fiction |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3.; F (back mapped) |
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Fiction: Interpret
The learner will be able to
explore fiction.
| Strand |
Source |
| Fiction |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; G (back mapped) |
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World Literature: Read
The learner will be able to
explore a variety of works of literature.
| Strand |
Source |
| World Literature |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; A (back mapped) |
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Genre: Variety
The learner will be able to
explore a variety of genres.
| Strand |
Source |
| Genre |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3, H.; National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 2 (back mapped) |
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Genre: Identify/Textual Elements
The learner will be able to
identify genre by examining textual elements.
| Strand |
Source |
| Genre |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; A (back mapped) |
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Drama: Structure/Identify
The learner will be able to
discuss structural elements of drama.
| Strand |
Source |
| Drama |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3, E (back mapped) |
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Drama: Respond
The learner will be able to
respond to a variety of drama.
| Strand |
Source |
| Drama |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3.; F (back mapped) |
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Nonfiction: Respond
The learner will be able to
respond to nonfiction materials.
| Strand |
Source |
| Nonfiction |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3.; F (back mapped) |
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Nonfiction: Interpret
The learner will be able to
interpret nonfiction.
| Strand |
Source |
| Nonfiction |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; G (back mapped) |
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Literature: Understand
The learner will be able to
understand works of literature.
| Strand |
Source |
| Literature |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; A (back mapped) |
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The Information Processing Unit includes competencies and objectives which focus on the processes of comparing, evaluating, interpreting, and organizing information and ideas in isolation from other Language Arts areas such as: reading, writing, listening and spelling.
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Information/Concept Processing: Identify
The learner will be able to
identify new concepts.
| Strand |
Source |
| Information/Ideas: Processing |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B (back mapped) |
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This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar.
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Noun: Use
The learner will be able to
use nouns correctly.
| Strand |
Source |
| Noun |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
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Pronoun: Use
The learner will be able to
use pronouns in sentences correctly.
| Strand |
Source |
| Pronoun |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
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Verb: Use
The learner will be able to
use verbs correctly.
| Strand |
Source |
| Verb |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
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Adjective: Use
The learner will be able to
use adjectives in a sentence correctly.
| Strand |
Source |
| Adjective |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
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Conjunction: Use
The learner will be able to
correctly use conjunctions in a sentence.
| Strand |
Source |
| Conjunction |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
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This unit includes comprehending and applying the rules which govern punctuation and capitalization when writing and editing written works.
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Capitalization: Use
The learner will be able to
practice using capital letters correctly when beginning a sentence, writing the pronoun "I," days of the week, months, and proper nouns.
| Strand |
Source |
| Capitalization: Applications |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
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This unit includes identifying and distinguishing between sounds and patterns in sounds, constructing meaning from information delivered verbally, and understanding and responding to verbal information.
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Affective: Literature/Appreciate
The learner will be able to
appreciate literature through listening activities.
| Strand |
Source |
| Listening Responses: Affective |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B(back mapped) |
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Discussion: Ideas
The learner will be able to
listen to and understand ideas exchanged in a discussion.
| Strand |
Source |
| Discussion |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D(back mapped) |
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Discussion: Respect Views
The learner will be able to
demonstrate respect for others' viewpoints while engaged in a discussion.
| Strand |
Source |
| Discussion |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D(back mapped) |
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Character: Main
The learner will be able to
identify main character from orally read passage.
| Strand |
Source |
| Character |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B(back mapped) |
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Sequence: Chronological Order
The learner will be able to
place events from auditory materials in chronological order.
| Strand |
Source |
| Sequence |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B(back mapped) |
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Behaviors: Variety/Attentive
The learner will be able to
listen attentively to a variety of speakers.
| Strand |
Source |
| Listening Behaviors |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3.; A(back mapped) |
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Discussion: Response
The learner will be able to
respond appropriately in a discussion.
| Strand |
Source |
| Discussion |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D(back mapped) |
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Tone: Identify
The learner will be able to
identify tone in auditory material.
| Strand |
Source |
| Tone |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B(back mapped) |
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This unit includes the study of information and entertainment communications. Topics include: advertising, art, journalism, film, and media messages, forms and productions.
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Media Form: Variety/Choose
The learner will be able to
discuss a variety of media forms to communicate learned information.
| Strand |
Source |
| Media Form |
PA: Academic Standards, January 16, 1999, Grade 3, p.15, #1.6.3.; F, p.15, #1.6.3.; F(back mapped) |
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This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications).
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Variety of Sources: Reading Selections
The learner will be able to
discuss and explore material from a variety of sources.
| Strand |
Source |
| Source |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
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Prior Knowledge: Textual Information
The learner will be able to
form connections between prior knowledge and/or experience to events and information within a text.
| Strand |
Source |
| Prior Knowledge |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; G(back mapped) |
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Predict Outcome: Content/Organization
The learner will be able to
preview text to anticipate content and organization.
| Strand |
Source |
| Predicting |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3, B (back mapped) |
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Character: Describe/Story
The learner will be able to
describe characters in a story.
| Strand |
Source |
| Character |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3, B (back mapped) |
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Character: Dialogue/Geographic Region
The learner will be able to
understand that a character's geographic region may affect his/her dialogue in the story.
| Strand |
Source |
| Character |
PA: Academic Standards, January 16, 1999, Grade 3, p.16, #1.7.3, B (back mapped) |
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Summarize: Main Ideas
The learner will be able to
summarize main ideas.
| Strand |
Source |
| Summary |
PA: Academic Standards, January 16, 1999, Grade 3, p.17, #1.8.3.; C, p. 3, #1.1.3.; G (back mapped) |
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Story Elements: Identify
The learner will be able to
identify story elements.
| Strand |
Source |
| Story Elements |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3, B (back mapped) |
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Purposes: Identify
The learner will be able to
identify purposes for reading.
| Strand |
Source |
| Reading Purposes |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; A (back mapped) |
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Purposes: Develop Vocabulary
The learner will be able to
develop and use a more advanced vocabulary.
| Strand |
Source |
| Reading Purposes |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3, E (back mapped) |
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Setting: Describe
The learner will be able to
describe the setting of a literary work.
| Strand |
Source |
| Setting |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3, B (back mapped) |
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Plot: Describe
The learner will be able to
describe the plot of a literary passage.
| Strand |
Source |
| Plot |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3, B (back mapped) |
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Literary Device: Identify
The learner will be able to
identify the literary device being used by the author.
| Strand |
Source |
| Literary Device |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; C (back mapped) |
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Construct Meaning: Correct Mistakes
The learner will be able to
recognize and correct his/her own reading mistakes.
| Strand |
Source |
| Emergent Reading |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
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Reading Behaviors: Comprehension
The learner will be able to
demonstrate comprehension skills.
| Strand |
Source |
| Reading Behaviors |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
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Response: Discuss/Clarify
The learner will be able to
discuss reading material to clarify ideas.
| Strand |
Source |
| Reading Responses: Discussions |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; G (back mapped) |
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Personification: Use
The learner will be able to
identify the use of personification in a reading passage.
| Strand |
Source |
| Personification |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; C (back mapped) |
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Rhythm: Rhythmical Patterns
The learner will be able to
explore rhythmical patterns in a literary selection.
| Strand |
Source |
| Literary Device: Rhythm |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; C (back mapped) |
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Rhyme: Identify/Use/Literary Selection
The learner will be able to
identify the use of rhyme in a literary selection.
| Strand |
Source |
| Literary Device: Rhyme |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; C (back mapped) |
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Events: Predict Future/Next
The learner will be able to
predict a future event or the next event that will occur in a story.
| Strand |
Source |
| Predicting: Events |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B (back mapped) |
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Monitor: Use/Self-Monitoring
The learner will be able to
use self-monitoring strategies to aid in comprehension of reading materials.
| Strand |
Source |
| Reading Strategies: Monitor |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; D (back mapped) |
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Human Experience: Relate
The learner will be able to
relate the human experience as it is presented in literature to real-world scenarios and the human experience.
| Strand |
Source |
| Themes: Human Experience |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B (back mapped) |
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This unit focuses on techniques and strategies (voice modulation, body language, ordering of ideas, visual aids, etc.) to convey meaning and to present information and opinions to groups. This unit includes: formal and informal communication, debate skills, and verbal/nonverbal communication.
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Group: Take Turns
The learner will be able to
take turns when involved in group discussion.
| Strand |
Source |
| Group Communication |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D (back mapped) |
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Pronunciation: Pronounce Clearly
The learner will be able to
pronounce words clearly.
| Strand |
Source |
| Pronunciation |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
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Directions: Give/Simple
The learner will be able to
repeat simple directions.
| Strand |
Source |
| Directions |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
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Conversation: Engage
The learner will be able to
engage in a conversation.
| Strand |
Source |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
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Discussion: Role/Small Group
The learner will be able to
participate in his/her assigned role during a small group discussion.
| Strand |
Source |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
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Discussion: Focus
The learner will be able to
actively participate in large group discussions focusing on a topic or theme.
| Strand |
Source |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
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Problem: Emergency
The learner will be able to
report an emergency.
| Strand |
Source |
| Problem/Solution |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
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Vocal Characteristic: Meter
The learner will be able to
use appropriate meter when speaking.
| Strand |
Source |
| Vocal Characteristic |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
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Vocal Characteristic: Flow
The learner will be able to
speak with appropriate flow of words.
| Strand |
Source |
| Vocal Characteristic |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
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Formal: Speaking Skills/Appropriate
The learner will be able to
use speaking skills appropriate to formal speaking situations.
| Strand |
Source |
| Communication: Formal |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3.; C (back mapped) |
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Informal: Explanation/Simple
The learner will be able to
give a simple explanation.
| Strand |
Source |
| Communication: Informal |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
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Questions: Ask Relevant
The learner will be able to
ask relevant questions.
| Strand |
Source |
| Questions |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D (back mapped) |
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Questions: Clarify
The learner will be able to
ask questions to clarify his/her understanding.
| Strand |
Source |
| Questions |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3.; A(back mapped) |
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Rhythm: Incorporate
The learner will be able to
begin to incorporate rhythm into his/her speaking.
| Strand |
Source |
| Rhythm/Rhyme |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
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Group: Participate/Small Group
The learner will be able to
participate in small group presentations.
| Strand |
Source |
| Presentation: Group |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
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Group: Participate/Large Group
The learner will be able to
participate in large group presentations.
| Strand |
Source |
| Presentation: Group |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
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Discussion: Participate
The learner will be able to
participate in group discussions.
| Strand |
Source |
| Group Communication: Discussion |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D (back mapped) |
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Volume: Appropriate/Occasion
The learner will be able to
use appropriate volume for a given speaking occasion.
| Strand |
Source |
| Vocal Characteristic: Volume |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3.; C (back mapped) |
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Pace: Understandable
The learner will be able to
speak at an understandable pace.
| Strand |
Source |
| Vocal Characteristic: Pace |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; C (back mapped) |
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This unit includes studying language and word structure knowledge to discern the correct spelling of words. It includes skills related to editing passages for correct spelling by making connections between spelling, meaning, and structure.
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Spelling: Common Words
The learner will be able to
spell common words correctly.
| Strand |
Source |
| Emergent Spelling |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
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Study and Research Skills
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This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams.
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Sources: Recognizing
The learner will be able to
recognize appropriate, accurate, and available resources for investigating specific questions or topics.
| Strand |
Source |
| Reference |
PA: Academic Standards, January 16, 1999, Grade 3, p.17, #1.8.3, B (back mapped) |
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Dictionary: Use
The learner will be able to
recognize a dictionary to locate information.
| Strand |
Source |
| Dictionary |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3, E (back mapped) |
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Print Style: Illustrations
The learner will be able to
use illustrations to enhance writing.
| Strand |
Source |
| Print Style |
PA: Academic Standards, January 16, 1999, Grade 3, p.9, #1.4.3.; A, p.9, #1.4.3, B (back mapped) |
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Research Skills: Appropriate Strategies
The learner will be able to
discuss appropriate research strategies to locate information.
| Strand |
Source |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 3, p.17, #1.8.3, B (back mapped) |
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This unit addresses technology applicable to all content areas. It includes: educational technology, hardware, software, programming, communications, and word processing.
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Technology: Explain/Internet
The learner will be able to
explain the impact of the Internet on daily life.
| Strand |
Source |
| Internet |
PA: Academic Standards, January 16, 1999, Grade 3, p.15, #1.6.3.; F |
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This unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning.
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Context: New Word/Decode
The learner will be able to
use context clues to decode new words.
| Strand |
Source |
| Context |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
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Context: New Word/Understand
The learner will be able to
use context clues to understand new words.
| Strand |
Source |
| Context |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
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Syllabication: New Word/Decode
The learner will be able to
use syllabication to decode new words.
| Strand |
Source |
| Syllabication |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
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Syllabication: New Word/Understand
The learner will be able to
use syllabication to understand new words.
| Strand |
Source |
| Syllabication |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
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Vocabulary: Read/Identify/Understand
The learner will be able to
identify, and understand grade specific vocabulary words.
| Strand |
Source |
| Vocabulary |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3, E.; Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #2 week tested: 30 (back mapped) |
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Vocabulary: Foreign Words/Identify
The learner will be able to
introduce the meaning of frequently used foreign words.
| Strand |
Source |
| Vocabulary: Foreign |
PA: Academic Standards, January 16, 1999, Grade 3, p.16, #1.7.3.; A (back mapped) |
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Strategies: Meaning/Pictures
The learner will be able to
identify and determine the meaning of a word by using pictures.
| Strand |
Source |
| Vocabulary Strategies |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
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Strategies: Meaning/Phonics
The learner will be able to
identify and determine the meaning of a word by applying knowledge of phonics.
| Strand |
Source |
| Vocabulary Strategies |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
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Unfamiliar Words: Monitor Text
The learner will be able to
monitor text for unfamiliar vocabulary words.
| Strand |
Source |
| Vocabulary Strategies: Unfamiliar Words |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B (back mapped) |
|
|
|
Strategies: Define/Unknown
The learner will be able to
define unknown words.
| Strand |
Source |
| Vocabulary Strategies: Unfamiliar Words |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B (back mapped) |
|
|
|
Content Area: Use
The learner will be able to
use new vocabulary acquired through an understanding of word relationships in all content areas.
| Strand |
Source |
| Vocabulary: Content Area |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; F (back mapped) |
|
|
The Word Analysis Unit focuses on examining word structure and sound. It includes topics such as: consonants, vowels, rhyming, and word building.
|
|
|
Word: Pronounce/Accurately
The learner will be able to
pronounce most words accurately.
| Strand |
Source |
| Word |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3.; C (back mapped) |
|
|
|
Word Structure: Identify Meaning
The learner will be able to
identify the meaning of words by applying structural analysis.
| Strand |
Source |
| Word |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
|
|
|
Word: Analysis/Understand
The learner will be able to
use word analysis skills to understand new words.
| Strand |
Source |
| Word |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
|
|
This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama.
|
|
|
Drafting: Comprehensive Content
The learner will be able to
begin to exhibit comprehensive content in his/her writing.
| Strand |
Source |
| Drafting |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3, B (back mapped) |
|
|
|
Prewriting: Topic/Appropriateness
The learner will be able to
identify a topic that is appropriate for a specific purpose and audience.
| Strand |
Source |
| Prewriting |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3.; A (back mapped) |
|
|
|
Evaluating Writing: Decide/Appropriate
The learner will be able to
within a group evaluate writing to decide if the content is appropriate.
| Strand |
Source |
| Evaluating Writing |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3, B (back mapped) |
|
|
|
Publishing: Prepare Works
The learner will be able to
within a group present written works for publication.
| Strand |
Source |
| Publishing |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; G (back mapped) |
|
|
|
Paragraph: Central Idea
The learner will be able to
within a group develop paragraphs with a focused central idea.
| Strand |
Source |
| Paragraph Content |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3, B (back mapped) |
|
|
|
Story Elements: Use
The learner will be able to
use story elements in writing.
| Strand |
Source |
| Story Elements |
PA: Academic Standards, January 16, 1999, Grade 3, p.9, #1.4.3.; A (back mapped) |
|
|
|
Expository: Informational Genres
The learner will be able to
write in informational genres.
| Strand |
Source |
| Expository |
PA: Academic Standards, January 16, 1999, Grade 3, p.9, #1.4.3, B (back mapped) |
|
|
|
Sentence Content: Describe Nouns
The learner will be able to
write to describe people, places, animals, and/or objects.
| Strand |
Source |
| Sentence Content |
PA: Academic Standards, January 16, 1999, Grade 3, p.9, #1.4.3.; A (back mapped) |
|
|
|
Sequence: Logical Order
The learner will be able to
sequence ideas in logical order.
| Strand |
Source |
| Sequence |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3.; C (back mapped) |
|
|
|
Descriptive: Language
The learner will be able to
use descriptive language in his/her writing.
| Strand |
Source |
| Descriptive |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; D (back mapped) |
|
|
|
Edit: Punctuation
The learner will be able to
edit for correct use of punctuation.
| Strand |
Source |
| Editing: Language Conventions |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3, F.; Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9, Item #025, 047-048 week tested: 30 (back mapped) |
|
|
|
Revise: Logical Order
The learner will be able to
within a group revise writing for logical order.
| Strand |
Source |
| Revising: Content |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3, E (back mapped) |
|
|
|
Topic: Distinct Focus
The learner will be able to
write with a distinct focus.
| Strand |
Source |
| Topic |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3.; A (back mapped) |
|
|
|
Support: Detail/Appropriate
The learner will be able to
choose details appropriate for the topic of a written work.
| Strand |
Source |
| Support |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3, B (back mapped) |
|
|
|
Sentence: Complete/Create
The learner will be able to
within a group create complete written sentences.
| Strand |
Source |
| Emergent Writing: Sentence |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
|
|
|
Detail: Missing Information/Identify
The learner will be able to
within a group revise writing by identifying missing information and details.
| Strand |
Source |
| Revising: Content/Detail |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3, E (back mapped) |
|
|
This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some example of genres are: science fiction, poetry, drama, British literature, and multicultural literature.
|
|
|
Genre: Print/Nonprint
The learner will be able to
use an understanding of genres to create, evaluate, and/or discuss print and nonprint materials.
| Strand |
Source |
| Genre |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
|
|
|
Classic Literature: Read/Understand
The learner will be able to
read and understand classic literature.
| Strand |
Source |
| Classic Literature |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Contemporary Literature
The learner will be able to
read and understand contemporary literature.
| Strand |
Source |
| Contemporary Literature |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Historical Context: Historical Period
The learner will be able to
read literature from various historical periods.
| Strand |
Source |
| Historical Fiction/Context |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 2 |
|
|
|
Communicating: Effective
The learner will be able to
recognize and apply the qualities of effective communication techniques in writing and speaking.
| Strand |
Source |
| Communication Processes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
|
|
Communicating: Purposes/Audiences
The learner will be able to
communicate using language arts processes for a variety of purposes and audiences.
| Strand |
Source |
| Communication Processes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
|
This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar.
|
|
|
Conventions: Print/Nonprint
The learner will be able to
use an understanding of language conventions to create, evaluate, and/or discuss print and nonprint materials.
| Strand |
Source |
| Language Conventions |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
|
|
|
Conventions: Structure/Print/Nonprint
The learner will be able to
use an understanding of language structure to create, evaluate, and/or discuss print and nonprint materials.
| Strand |
Source |
| Language Conventions |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
|
|
|
Figurative Language: Print/Nonprint
The learner will be able to
use an understanding of figurative language to create, evaluate, and/or discuss print and nonprint materials.
| Strand |
Source |
| Figurative Language |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
|
|
|
Language Expression: Native Language
The learner will be able to
use native language to develop English language skills.
| Strand |
Source |
| Language Expression |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 10 |
|
|
|
Language Expression: Native Language
The learner will be able to
use native language to develop understanding across all content areas.
| Strand |
Source |
| Language Expression |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 10 |
|
|
|
Social: Language Communities/Participate
The learner will be able to
participate in a variety of language communities in a reflective, creative, informed, and/or analytical manner.
| Strand |
Source |
| Language: Social |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 11 |
|
|
This unit includes identifying and distinguishing between sounds and patterns in sounds, constructing meaning from information delivered verbally, and understanding and responding to verbal information.
|
|
|
Behaviors: Diversity/Appreciation
The learner will be able to
develop a knowledge and appreciation of diversity in language use, patterns, and dialects of various ethnic groups, geographic areas, and social roles.
| Strand |
Source |
| Listening Behaviors |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 9 |
|
|
This unit includes the study of information and entertainment communications. Topics include: advertising, art, journalism, film, and media messages, forms and productions.
|
|
|
Print/Nonprint: Techniques
The learner will be able to
use an understanding of media techniques to create, evaluate, and/or discuss print and nonprint materials.
| Strand |
Source |
| Media Form: Print/Non-Print |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
|
|
This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications).
|
|
|
Comprehension: Display Skills
The learner will be able to
display comprehension skills.
| Strand |
Source |
| Reading Behaviors |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3.; Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #2-3, Item #013-014, 036 week tested: 30 |
|
|
|
Evaluating: Reading Selections
The learner will be able to
study and evaluate written works.
| Strand |
Source |
| Evaluating |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
|
|
Interpretation: Variety of Sources
The learner will be able to
interpret a variety of reading materials.
| Strand |
Source |
| Interpretation |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
|
|
Prior Knowledge: Understand Text
The learner will be able to
use prior knowledge to understand texts.
| Strand |
Source |
| Prior Knowledge |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3.; Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 week tested: 30 |
|
|
|
Purposes: Community Needs
The learner will be able to
read to respond to community expectations.
| Strand |
Source |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Purposes: Community Requests
The learner will be able to
read to respond to the requests of the community
.
| Strand |
Source |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Purposes: Information
The learner will be able to
read a variety of informational sources.
| Strand |
Source |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
|
|
Purposes: Occupation
The learner will be able to
read to respond to occupational expectations.
| Strand |
Source |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Purposes: Occupational Needs
The learner will be able to
read to respond to occupational needs.
| Strand |
Source |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Reading Behaviors: Appreciation
The learner will be able to
appreciate written texts.
| Strand |
Source |
| Reading Behaviors: Affective |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
|
|
Reading Behaviors: Variety
The learner will be able to
read a variety of written works.
| Strand |
Source |
| Reading Behaviors |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 2 |
|
|
|
Response: Interact/School
The learner will be able to
use individual reading experiences to interact with others in the school setting.
| Strand |
Source |
| Reading Responses: Discussions |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
|
|
Response: Self/Understand
The learner will be able to
use literary knowledge as a basis for understanding him/herself.
| Strand |
Source |
| Reading Responses: Affective |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Collect Information: Obtain
The learner will be able to
read to obtain information.
| Strand |
Source |
| Reading Purposes: Collect Information |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Construct Meaning: Word/Context
The learner will be able to
demonstrate an understanding of the meaning of words in context.
| Strand |
Source |
| Constructing Meaning |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
|
|
Personal: Read
The learner will be able to
read for personal purposes.
| Strand |
Source |
| Reading Purposes: Personal |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Prior Knowledge: Connecting
The learner will be able to
make connections to prior reading while reading.
| Strand |
Source |
| Prior Knowledge |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
|
|
Purposes: Cultures
The learner will be able to
read to gain a better understanding of cultures.
| Strand |
Source |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Purposes: Human Experiences
The learner will be able to
read to understand a variety of human experiences presented in reading materials
.
| Strand |
Source |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 2 |
|
|
|
Purposes: Understanding
The learner will be able to
read to increase understanding.
| Strand |
Source |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Strategies: Variety
The learner will be able to
use a variety of reading strategies.
| Strand |
Source |
| Reading Strategies |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
|
|
Textual Features: Influence Meaning
The learner will be able to
demonstrate an understanding of textual factors which influence meaning.
| Strand |
Source |
| Emergent Reading |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
|
|
Word Recognition: Meaning
The learner will be able to
use word recognition strategies to gain meaning from text.
| Strand |
Source |
| Reading Strategies: Word Recognition |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
|
This unit focuses on techniques and strategies (voice modulation, body language, ordering of ideas, visual aids, etc.) to convey meaning and to present information and opinions to groups. This unit includes: formal and informal communication, debate skills, and verbal/nonverbal communication.
|
|
|
Purposes: Variety
The learner will be able to
speak for a variety of purposes.
| Strand |
Source |
| Speaking Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
|
|
Audience: Adjust Speaking
The learner will be able to
adjust speaking to reflect different audiences.
| Strand |
Source |
| Presentation: Audience |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
|
|
Purposes: Self-Selected
The learner will be able to
speak for a variety of self-selected purposes.
| Strand |
Source |
| Speaking Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 12 |
|
|
Study and Research Skills
|
|
This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams.
|
|
|
Research Skills: Issues/Interests
The learner will be able to
use research skills to explore issues and/or interests by posing problems.
| Strand |
Source |
| Research Skills |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
|
|
Research Skills: Issues/Interests/Ideas
The learner will be able to
use research skills to explore issues and/or interests by generating ideas.
| Strand |
Source |
| Research Skills |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
|
|
Evaluating: Variety
The learner will be able to
evaluate a variety of sources.
| Strand |
Source |
| Resource: Evaluating |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
|
|
Print/Nonprint: Read
The learner will be able to
read print and nonprint sources of information.
| Strand |
Source |
| Reference Form: Print/Nonprint |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
|
|
|
Questions: Ask/Research Ideas
The learner will be able to
ask questions as a way to research ideas.
| Strand |
Source |
| Research Skills: Questions |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
|
|
Reference Form: Media/Synthesize
The learner will be able to
synthesize information from a variety of media sources.
| Strand |
Source |
| Reference Form: Media |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
|
|
|
Research Technology: Communicate
The learner will be able to
use technological resources to communicate information.
| Strand |
Source |
| Research Technology |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
|
|
Research Technology: Synthesize
The learner will be able to
synthesize information from technological resources.
| Strand |
Source |
| Research Technology |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
|
|
Sources: Construct Meaning
The learner will be able to
use resources to construct meaning.
| Strand |
Source |
| Reference |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
|
|
Sources: Variety/Combine
The learner will be able to
combine information from a variety of sources in an effective manner.
| Strand |
Source |
| Reference |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
|
|
|
Notes: Taking / Organizing
The learner will be able to
supply ideas for a structured format.
| Strand |
Source |
| Notes: Taking/Organizing |
Pa Academic Standards, January 16, 1999, Grade 3, P.17, #1.8.3.;C |
|
|
|
Language: Chosen Purposes
The learner will be able to
use visual language for his/her chosen purposes.
| Strand |
Source |
| Language Use |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 12 |
|
|
|
Visual Representation: Audience
The learner will be able to
adjust visual representations for a variety of audiences.
| Strand |
Source |
| Visual Representation |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
|
|
Visual Representation: Communicate
The learner will be able to
produce visual representations to communicate with others.
| Strand |
Source |
| Visual Representation |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
|
|
Visual Representation: Purposes
The learner will be able to
adjust visual representations for a variety of purposes.
| Strand |
Source |
| Visual Representation |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
|
This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama.
|
|
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Source |
| Audience |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
|
|
Purposes: Interact/School
The learner will be able to
use individual writing experiences to interact with others in the school setting.
| Strand |
Source |
| Writing Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
|
|
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Source |
| Writing Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
|
|
|
Purposes: Own
The learner will be able to
write for his/her chosen purpose.
| Strand |
Source |
| Writing Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 12 |
|
|
|
Strategies: Variety
The learner will be able to
utilize a variety of writing strategies.
| Strand |
Source |
| Writing Strategies |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 5 |
|
|
|
Writing as a Process: Audiences
The learner will be able to
utilize the writing process appropriately for different audiences.
| Strand |
Source |
| Writing as a Process |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 5 |
|
|
|
Writing as a Process: Situations
The learner will be able to
utilize the writing process appropriately for different situations.
| Strand |
Source |
| Writing as a Process |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 5 |
|
|
This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some example of genres are: science fiction, poetry, drama, British literature, and multicultural literature.
|
|
|
Author Intention: Evaluate
The learner will be able to
evaluate the author's purpose in a given work.
| Strand |
Source |
| Author: Intentions |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 week tested: 30. |
|
|
|
Author Technique: Evaluate
The learner will be able to
evaluate the effectiveness of author technique.
| Strand |
Source |
| Author: Style/Technique |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 week tested: 30. |
|
|
|
Point of View: Evaluate
The learner will be able to
evaluate how author point of view influences reading materials.
| Strand |
Source |
| Author: Point of View |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 week tested: 30. |
|
|
|
Genre: Appropriate/Audience
The learner will be able to
select a genre appropriate for audience.
| Strand |
Source |
| Genre |
Dallas School District |
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This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar.
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Declarative: Change to Question
The learner will be able to
change a declarative sentence into a question.
| Strand |
Source |
| Sentence: Declarative |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #033, 052 week tested: 30. |
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Fragment: Identify
The learner will be able to
identify incomplete sentences.
| Strand |
Source |
| Sentence Structure/Fragment/Run-On |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #032 week tested: 30. |
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Noun: Forms/Edit
The learner will be able to
edit writing for noun forms.
| Strand |
Source |
| Noun |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9 week tested: 30. |
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Run-On: Identify
The learner will be able to
identify run-on sentences.
| Strand |
Source |
| Sentence Structure/Fragment/Run-On |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #032 week tested: 30. |
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Sentence Combining: Concise/Clarity
The learner will be able to
combine two sentences concisely and with clarity of meaning.
| Strand |
Source |
| Sentence Structure/Combine Sentences |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #7 week tested: 30. |
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Sentence Structure: Grammar/Effective
The learner will be able to
write grammatically correct, effective sentences.
| Strand |
Source |
| Sentence Structure |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #7 week tested: 30. |
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Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Source |
| Sentence Structure |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #7 week tested: 30. |
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Subject-Verb: Agreement
The learner will be able to
use correct subject-verb agreement.
| Strand |
Source |
| Subject-Verb Agreement |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #7, Item #024 week tested: 30. |
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This unit includes comprehending and applying the rules which govern punctuation and capitalization when writing and editing written works.
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Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Source |
| Punctuation |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #7 week tested: 30. |
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This unit includes identifying and distinguishing between sounds and patterns in sounds, constructing meaning from information delivered verbally, and understanding and responding to verbal information.
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Behaviors: Interpretive Skills
The learner will be able to
demonstrate developmentally appropriate interpretive listening comprehension skills.
| Strand |
Source |
| Listening Behaviors |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #004, 006, 016 week tested: 30. |
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Behaviors: Literal Skills
The learner will be able to
demonstrate developmentally appropriate literal listening comprehension skills.
| Strand |
Source |
| Listening Behaviors |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #001-003, 005, 015 week tested: 30. |
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Figurative Language: Literal
The learner will be able to
distinguish between figurative and literal meanings of words and phrases.
| Strand |
Source |
| Figures of Speech |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #1 week tested: 30. |
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Response: Questions/Interpretive
The learner will be able to
respond in various ways to interpretive questions about auditory material.
| Strand |
Source |
| Listening Responses |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #1 week tested: 30. |
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Response: Questions/Literal
The learner will be able to
respond in various ways to literal questions about auditory material.
| Strand |
Source |
| Listening Responses |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #1 week tested: 30. |
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Written: Questions/Interpretive
The learner will be able to
write in response to interpretive questions about auditory material.
| Strand |
Source |
| Listening Responses: Written/Visual |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #1 week tested: 30. |
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Written: Questions/Literal
The learner will be able to
write in response to literal questions about auditory material.
| Strand |
Source |
| Listening Responses: Written/Visual |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #1 week tested: 30. |
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This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications).
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Emergent Reading: Letter/Word/Sign
The learner will be able to
demonstrate an understanding of the structural relationship in letters, words, and signs.
| Strand |
Source |
| Emergent Reading: Conceptualizing |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #6 week tested: 30. |
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Reading Behaviors: Apply
The learner will be able to
apply meaning while reading.
| Strand |
Source |
| Reading Behaviors |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #055 week tested: 30. |
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Written: Connection
The learner will be able to
create a written response to reading materials that connects similar themes and ideas found in texts.
| Strand |
Source |
| Reading Responses: Written |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 week tested: 30. |
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Analyze: Literary Device/Reading
The learner will be able to
analyze literary devices used in reading materials.
| Strand |
Source |
| Literary Device: Analyze |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #038 week tested: 30. |
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Cause/Effect: Understanding
The learner will be able to
understand the relationship between cause and effect.
| Strand |
Source |
| Cause/Effect |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3, Item #017 week tested: 30. |
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Compare: Reading Material
The learner will be able to
make comparisons about reading material.
| Strand |
Source |
| Compare/Contrast |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 week tested: 30. |
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Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Source |
| Detail |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #2 week tested: 30. |
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Draw Conclusion: Reading Material
The learner will be able to
draw conclusions about reading materials.
| Strand |
Source |
| Draw Conclusion |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3, Item #037, 040 week tested: 30. |
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Graphic Feature: Use
The learner will be able to
use common graphical features to increase understanding of reading materials.
| Strand |
Source |
| Reading Strategies: Graphic Features |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 week tested: 30. |
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Main Idea: Stated
The learner will be able to
determine the main idea stated in a passage.
| Strand |
Source |
| Main Idea |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #018, 028, 031 week tested: 30. |
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Plot: Climax
The learner will be able to
recognize plot climax in reading selections.
| Strand |
Source |
| Plot |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3 week tested: 30. |
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Predict Outcome: Information
The learner will be able to
make predictions from information in written material.
| Strand |
Source |
| Predicting |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4, Item #030 week tested: 30. |
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Questions: Aid Understanding
The learner will be able to
generate questions to aid understanding while reading.
| Strand |
Source |
| Questions |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 week tested: 30. |
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Reality/Fantasy
The learner will be able to
distinguish between reality and fantasy.
| Strand |
Source |
| Real/Non-Real |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 week tested: 30. |
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Response: Evaluate/Author
The learner will be able to
evaluate the effectiveness and purpose of an author in a written response to reading.
| Strand |
Source |
| Reading Responses: Composing |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 week tested: 30. |
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Sequence: Identify Order
The learner will be able to
identify the order of events which occur within a reading selection.
| Strand |
Source |
| Sequence |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #2 week tested: 30. |
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Sequence: Use/Understand
The learner will be able to
use sequence to understand reading materials.
| Strand |
Source |
| Sequence |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #029 week tested: 30. |
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Story: Elements/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Source |
| Story Elements |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3 week tested: 30. |
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Strategies: Critical Thinking
The learner will be able to
apply critical thinking when reading materials.
| Strand |
Source |
| Reading Strategies |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 week tested: 30. |
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Strategies: Extend Information
The learner will be able to
extend information beyond passage ideas while reading.
| Strand |
Source |
| Reading Strategies |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4, Item #055 week tested: 30. |
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Structure: Increase Understanding
The learner will be able to
use text structure to increase understanding of reading materials.
| Strand |
Source |
| Structure |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 week tested: 30. |
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Support: Examine
The learner will be able to
examine the adequacy of support in reading materials.
| Strand |
Source |
| Support |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #054 week tested: 30. |
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Theme: Identify
The learner will be able to
identify the theme of a given reading passage.
| Strand |
Source |
| Themes |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3, Item #018, 028, 031 week tested: 30. |
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Written: Extend
The learner will be able to
create a written response that extends the use of information from documents and/or forms.
| Strand |
Source |
| Reading Responses: Written |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 week tested: 30. |
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Written: Extend Meaning
The learner will be able to
create a written response that extends the meaning of reading materials to other contexts.
| Strand |
Source |
| Reading Responses: Written |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 week tested: 30. |
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Written: Interpret
The learner will be able to
create a written response that interprets information found in documents and/or forms.
| Strand |
Source |
| Reading Responses: Written |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 week tested: 30. |
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Written: Letters/Words
The learner will be able to
respond in writing to demonstrate understanding of letters and words.
| Strand |
Source |
| Reading Responses: Written |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #6 week tested: 30. |
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Written: Literal Questions
The learner will be able to
write in response to literal questions from reading materials.
| Strand |
Source |
| Reading Responses: Written |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #2 week tested: 30. |
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Written: Strategies
The learner will be able to
create a written response that demonstrates understanding and use of reading strategies.
| Strand |
Source |
| Reading Responses: Written |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #5 week tested: 30. |
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Written: Understanding
The learner will be able to
write in response to reading materials in order to demonstrate a thorough understanding of the text.
| Strand |
Source |
| Reading Responses: Written |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #3 week tested: 30. |
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This unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning.
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Strategies: Variety
The learner will be able to
apply a variety of vocabulary strategies.
| Strand |
Source |
| Vocabulary Strategies |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #039, 041, 044 week tested: 30. |
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The Word Analysis Unit focuses on examining word structure and sound. It includes topics such as: consonants, vowels, rhyming, and word building.
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Sounds: Relationship/Understand
The learner will be able to
understand the relationship between sounds and symbols.
| Strand |
Source |
| Letters: Sounds |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #6 week tested: 30. |
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Word: Analysis Skills
The learner will be able to
demonstrate developmentally appropriate word analysis skills.
| Strand |
Source |
| Word |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #007-012, 019-023, 026 week tested: 30. |
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This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama.
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Edit: Adjectives/Adverbs
The learner will be able to
edit for correct use of adverbs and adjectives.
| Strand |
Source |
| Editing: Language Conventions |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9 week tested: 30. |
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Edit: Language Conventions
The learner will be able to
edit written works for language conventions.
| Strand |
Source |
| Editing: Language Conventions |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #9 week tested: 30. |
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Clarity/Focus: Relevant Information
The learner will be able to
include relevant information in his/her writing.
| Strand |
Source |
| Clarity/Focus |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8, Item #034-035 week tested: 30. |
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Conclusion: Use
The learner will be able to
use a conclusion in a written work.
| Strand |
Source |
| Introduction/Conclusion |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 week tested: 30. |
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Edit: Proofread
The learner will be able to
proofread written works.
| Strand |
Source |
| Editing |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #027, 051 week tested: 30. |
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Expository: Essay
The learner will be able to
write an expository essay.
| Strand |
Source |
| Expository |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 week tested: 30. |
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Strategies: Apply/Variety
The learner will be able to
apply a variety of prewriting strategies.
| Strand |
Source |
| Prewriting: Strategies |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 week tested: 30. |
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Strategies: Outline/Understand
The learner will be able to
understand how to use an outline as a prewriting strategy.
| Strand |
Source |
| Prewriting: Strategies |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 week tested: 30. |
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Strategies: Understand/Use Sources
The learner will be able to
understand how to use information sources as a prewriting strategy.
| Strand |
Source |
| Prewriting: Strategies |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 week tested: 30. |
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Support: Write Text
The learner will be able to
write a supported text.
| Strand |
Source |
| Support |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 week tested: 30. |
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Topic Sentence: Identify/Best
The learner will be able to
select the best topic sentence for a given paragraph.
| Strand |
Source |
| Paragraph Content: Topic Sentence |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 week tested: 30. |
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Transition: Conjunction/Use
The learner will be able to
use transitional conjunctions in his/her writing.
| Strand |
Source |
| Transition |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 week tested: 30. |
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Transition: Phrase/Use
The learner will be able to
use transitional phrases in his/her writing.
| Strand |
Source |
| Transition |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 week tested: 30. |
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Transitions: Use Effective
The learner will be able to
use effective transitions (and, but, or) in his/her writing.
| Strand |
Source |
| Transition |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #8 week tested: 30. |
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Usage: Edit
The learner will be able to
edit written works for usage.
| Strand |
Source |
| Editing: Usage |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #045-046, 053 week tested: 30. |
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