Elementary Language Arts Grade K

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).

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.

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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.

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)

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.

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)

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)

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)

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)

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)

This unit includes comprehending and applying the rules which govern punctuation and capitalization when writing and editing written works.

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)

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.

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)

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)

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)

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)

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)

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)

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)

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)

This unit includes the study of information and entertainment communications. Topics include: advertising, art, journalism, film, and media messages, forms and productions.

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)

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).

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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.

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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.

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)

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.

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)

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)

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)

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)

This unit addresses technology applicable to all content areas. It includes: educational technology, hardware, software, programming, communications, and word processing.

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

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.

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)

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)

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)

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)

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)

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)

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)

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)

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)

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

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

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

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

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

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

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

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

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.

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.

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.

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.

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.

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.

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.

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.

This unit includes comprehending and applying the rules which govern punctuation and capitalization when writing and editing written works.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

The Word Analysis Unit focuses on examining word structure and sound. It includes topics such as: consonants, vowels, rhyming, and word building.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.