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Dallas School District |
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K-12 Curriculum |
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Elementary Language Arts - Grade K |
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Nonfiction: Reading
The learner will be able to
expose students to a variety of non-fiction.
| Strand |
Source |
Activities |
| Informational Text |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3.; F (back mapped) |
Classroom
Home
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Poetry: Respond
The learner will be able to
explore and respond to poems and poetry.
| Strand |
Source |
Activities |
| Poetry |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3.; F (back mapped) |
Classroom
Home
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Poetry: Structure/Identify
The learner will be able to
identify the structure of poetry.
| Strand |
Source |
Activities |
| Poetry |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; D (back mapped) |
Classroom
Home
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Informational
The learner will be able to
understand an informaitonal, nonfiction story.
| Strand |
Source |
Activities |
| Informational Text |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; G (back mapped) |
Classroom
Home
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Fiction
The learner will be able to
explore fiction.
| Strand |
Source |
Activities |
| 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) |
Classroom
Home
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Fiction: Respond
The learner will be able to
explore and respond to a variety of fiction.
| Strand |
Source |
Activities |
| Fiction |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3.; F (back mapped) |
Classroom
Home
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Fiction: Interpret
The learner will be able to
explore fiction.
| Strand |
Source |
Activities |
| Fiction |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; G (back mapped) |
Classroom
Home
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World Literature: Read
The learner will be able to
explore a variety of works of literature.
| Strand |
Source |
Activities |
| World Literature |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; A (back mapped) |
Classroom
Home
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Genre: Variety
The learner will be able to
explore a variety of genres.
| Strand |
Source |
Activities |
| 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) |
Classroom
Home
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Genre: Identify/Textual Elements
The learner will be able to
identify genre by examining textual elements.
| Strand |
Source |
Activities |
| Genre |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; A (back mapped) |
Classroom
Home
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Drama: Structure/Identify
The learner will be able to
discuss structural elements of drama.
| Strand |
Source |
Activities |
| Drama |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3, E (back mapped) |
Classroom
Home
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Drama: Respond
The learner will be able to
respond to a variety of drama.
| Strand |
Source |
Activities |
| Drama |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3.; F (back mapped) |
Classroom
Home
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Nonfiction: Respond
The learner will be able to
respond to nonfiction materials.
| Strand |
Source |
Activities |
| Nonfiction |
PA: Academic Standards, January 16, 1999, Grade 3, p.8, #1.3.3.; F (back mapped) |
Classroom
Home
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Nonfiction: Interpret
The learner will be able to
interpret nonfiction.
| Strand |
Source |
Activities |
| Nonfiction |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; G (back mapped) |
Classroom
Home
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Literature: Understand
The learner will be able to
understand works of literature.
| Strand |
Source |
Activities |
| Literature |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; A (back mapped) |
Classroom
Home
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Information/Concept Processing: Identify
The learner will be able to
identify new concepts.
| Strand |
Source |
Activities |
| Information/Ideas: Processing |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B (back mapped) |
Classroom
Home
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Noun: Use
The learner will be able to
use nouns correctly.
| Strand |
Source |
Activities |
| Noun |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
Classroom
Home
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Pronoun: Use
The learner will be able to
use pronouns in sentences correctly.
| Strand |
Source |
Activities |
| Pronoun |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
Classroom
Home
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Verb: Use
The learner will be able to
use verbs correctly.
| Strand |
Source |
Activities |
| Verb |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
Classroom
Home
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Adjective: Use
The learner will be able to
use adjectives in a sentence correctly.
| Strand |
Source |
Activities |
| Adjective |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
Classroom
Home
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Conjunction: Use
The learner will be able to
correctly use conjunctions in a sentence.
| Strand |
Source |
Activities |
| Conjunction |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
Classroom
Home
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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 |
Activities |
| Capitalization: Applications |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
Classroom
Home
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Affective: Literature/Appreciate
The learner will be able to
appreciate literature through listening activities.
| Strand |
Source |
Activities |
| Listening Responses: Affective |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B(back mapped) |
Classroom
Home
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Discussion: Ideas
The learner will be able to
listen to and understand ideas exchanged in a discussion.
| Strand |
Source |
Activities |
| Discussion |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D(back mapped) |
Classroom
Home
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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 |
Activities |
| Discussion |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D(back mapped) |
Classroom
Home
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Character: Main
The learner will be able to
identify main character from orally read passage.
| Strand |
Source |
Activities |
| Character |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B(back mapped) |
Classroom
Home
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Sequence: Chronological Order
The learner will be able to
place events from auditory materials in chronological order.
| Strand |
Source |
Activities |
| Sequence |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B(back mapped) |
Classroom
Home
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Behaviors: Variety/Attentive
The learner will be able to
listen attentively to a variety of speakers.
| Strand |
Source |
Activities |
| Listening Behaviors |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3.; A(back mapped) |
Classroom
Home
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Discussion: Response
The learner will be able to
respond appropriately in a discussion.
| Strand |
Source |
Activities |
| Discussion |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D(back mapped) |
Classroom
Home
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Tone: Identify
The learner will be able to
identify tone in auditory material.
| Strand |
Source |
Activities |
| Tone |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B(back mapped) |
Classroom
Home
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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 |
Activities |
| Media Form |
PA: Academic Standards, January 16, 1999, Grade 3, p.15, #1.6.3.; F, p.15, #1.6.3.; F(back mapped) |
Classroom
Home
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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 |
Activities |
| Source |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
Classroom
Home
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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 |
Activities |
| Prior Knowledge |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; G(back mapped) |
Classroom
Home
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Predict Outcome: Content/Organization
The learner will be able to
preview text to anticipate content and organization.
| Strand |
Source |
Activities |
| Predicting |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3, B (back mapped) |
Classroom
Home
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Character: Describe/Story
The learner will be able to
describe characters in a story.
| Strand |
Source |
Activities |
| Character |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3, B (back mapped) |
Classroom
Home
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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 |
Activities |
| Character |
PA: Academic Standards, January 16, 1999, Grade 3, p.16, #1.7.3, B (back mapped) |
Classroom
Home
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Summarize: Main Ideas
The learner will be able to
summarize main ideas.
| Strand |
Source |
Activities |
| Summary |
PA: Academic Standards, January 16, 1999, Grade 3, p.17, #1.8.3.; C, p. 3, #1.1.3.; G (back mapped) |
Classroom
Home
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Story Elements: Identify
The learner will be able to
identify story elements.
| Strand |
Source |
Activities |
| Story Elements |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3, B (back mapped) |
Classroom
Home
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Purposes: Identify
The learner will be able to
identify purposes for reading.
| Strand |
Source |
Activities |
| Reading Purposes |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; A (back mapped) |
Classroom
Home
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Purposes: Develop Vocabulary
The learner will be able to
develop and use a more advanced vocabulary.
| Strand |
Source |
Activities |
| Reading Purposes |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3, E (back mapped) |
Classroom
Home
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Setting: Describe
The learner will be able to
describe the setting of a literary work.
| Strand |
Source |
Activities |
| Setting |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3, B (back mapped) |
Classroom
Home
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Plot: Describe
The learner will be able to
describe the plot of a literary passage.
| Strand |
Source |
Activities |
| Plot |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3, B (back mapped) |
Classroom
Home
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Literary Device: Identify
The learner will be able to
identify the literary device being used by the author.
| Strand |
Source |
Activities |
| Literary Device |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; C (back mapped) |
Classroom
Home
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Construct Meaning: Correct Mistakes
The learner will be able to
recognize and correct his/her own reading mistakes.
| Strand |
Source |
Activities |
| Emergent Reading |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
Classroom
Home
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Reading Behaviors: Comprehension
The learner will be able to
demonstrate comprehension skills.
| Strand |
Source |
Activities |
| Reading Behaviors |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
Classroom
Home
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Response: Discuss/Clarify
The learner will be able to
discuss reading material to clarify ideas.
| Strand |
Source |
Activities |
| Reading Responses: Discussions |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; G (back mapped) |
Classroom
Home
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Personification: Use
The learner will be able to
identify the use of personification in a reading passage.
| Strand |
Source |
Activities |
| Personification |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; C (back mapped) |
Classroom
Home
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Rhythm: Rhythmical Patterns
The learner will be able to
explore rhythmical patterns in a literary selection.
| Strand |
Source |
Activities |
| Literary Device: Rhythm |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; C (back mapped) |
Classroom
Home
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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 |
Activities |
| Literary Device: Rhyme |
PA: Academic Standards, January 16, 1999, Grade 3, p.7, #1.3.3.; C (back mapped) |
Classroom
Home
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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 |
Activities |
| Predicting: Events |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B (back mapped) |
Classroom
Home
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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 |
Activities |
| Reading Strategies: Monitor |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; D (back mapped) |
Classroom
Home
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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 |
Activities |
| Themes: Human Experience |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B (back mapped) |
Classroom
Home
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Group: Take Turns
The learner will be able to
take turns when involved in group discussion.
| Strand |
Source |
Activities |
| Group Communication |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D (back mapped) |
Classroom
Home
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Pronunciation: Pronounce Clearly
The learner will be able to
pronounce words clearly.
| Strand |
Source |
Activities |
| Pronunciation |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
Classroom
Home
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Directions: Give/Simple
The learner will be able to
repeat simple directions.
| Strand |
Source |
Activities |
| Directions |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
Classroom
Home
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Conversation: Engage
The learner will be able to
engage in a conversation.
| Strand |
Source |
Activities |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
Classroom
Home
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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 |
Activities |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
Classroom
Home
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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 |
Activities |
| Discussion/Conversation |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
Classroom
Home
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Problem: Emergency
The learner will be able to
report an emergency.
| Strand |
Source |
Activities |
| Problem/Solution |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
Classroom
Home
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Vocal Characteristic: Meter
The learner will be able to
use appropriate meter when speaking.
| Strand |
Source |
Activities |
| Vocal Characteristic |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
Classroom
Home
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Vocal Characteristic: Flow
The learner will be able to
speak with appropriate flow of words.
| Strand |
Source |
Activities |
| Vocal Characteristic |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
Classroom
Home
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Formal: Speaking Skills/Appropriate
The learner will be able to
use speaking skills appropriate to formal speaking situations.
| Strand |
Source |
Activities |
| Communication: Formal |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3.; C (back mapped) |
Classroom
Home
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Informal: Explanation/Simple
The learner will be able to
give a simple explanation.
| Strand |
Source |
Activities |
| Communication: Informal |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
Classroom
Home
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Questions: Ask Relevant
The learner will be able to
ask relevant questions.
| Strand |
Source |
Activities |
| Questions |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D (back mapped) |
Classroom
Home
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Questions: Clarify
The learner will be able to
ask questions to clarify his/her understanding.
| Strand |
Source |
Activities |
| Questions |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3.; A(back mapped) |
Classroom
Home
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Rhythm: Incorporate
The learner will be able to
begin to incorporate rhythm into his/her speaking.
| Strand |
Source |
Activities |
| Rhythm/Rhyme |
PA: Academic Standards, January 16, 1999, Grade 3, p. 4, #1.1.3.; H (back mapped) |
Classroom
Home
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Group: Participate/Small Group
The learner will be able to
participate in small group presentations.
| Strand |
Source |
Activities |
| Presentation: Group |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
Classroom
Home
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Group: Participate/Large Group
The learner will be able to
participate in large group presentations.
| Strand |
Source |
Activities |
| Presentation: Group |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3, E (back mapped) |
Classroom
Home
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Discussion: Participate
The learner will be able to
participate in group discussions.
| Strand |
Source |
Activities |
| Group Communication: Discussion |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; D (back mapped) |
Classroom
Home
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Volume: Appropriate/Occasion
The learner will be able to
use appropriate volume for a given speaking occasion.
| Strand |
Source |
Activities |
| Vocal Characteristic: Volume |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3.; C (back mapped) |
Classroom
Home
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Pace: Understandable
The learner will be able to
speak at an understandable pace.
| Strand |
Source |
Activities |
| Vocal Characteristic: Pace |
PA: Academic Standards, January 16, 1999, Grade 3, p.14, #1.6.3.; C (back mapped) |
Classroom
Home
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Spelling: Common Words
The learner will be able to
spell common words correctly.
| Strand |
Source |
Activities |
| Emergent Spelling |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
Classroom
Home
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Study and Research Skills
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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 |
Activities |
| Reference |
PA: Academic Standards, January 16, 1999, Grade 3, p.17, #1.8.3, B (back mapped) |
Classroom
Home
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Dictionary: Use
The learner will be able to
recognize a dictionary to locate information.
| Strand |
Source |
Activities |
| Dictionary |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3, E (back mapped) |
Classroom
Home
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Print Style: Illustrations
The learner will be able to
use illustrations to enhance writing.
| Strand |
Source |
Activities |
| Print Style |
PA: Academic Standards, January 16, 1999, Grade 3, p.9, #1.4.3.; A, p.9, #1.4.3, B (back mapped) |
Classroom
Home
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Research Skills: Appropriate Strategies
The learner will be able to
discuss appropriate research strategies to locate information.
| Strand |
Source |
Activities |
| Research Skills |
PA: Academic Standards, January 16, 1999, Grade 3, p.17, #1.8.3, B (back mapped) |
Classroom
Home
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Technology: Explain/Internet
The learner will be able to
explain the impact of the Internet on daily life.
| Strand |
Source |
Activities |
| Internet |
PA: Academic Standards, January 16, 1999, Grade 3, p.15, #1.6.3.; F |
Classroom
Home
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Context: New Word/Decode
The learner will be able to
use context clues to decode new words.
| Strand |
Source |
Activities |
| Context |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
Classroom
Home
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Context: New Word/Understand
The learner will be able to
use context clues to understand new words.
| Strand |
Source |
Activities |
| Context |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
Classroom
Home
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Syllabication: New Word/Decode
The learner will be able to
use syllabication to decode new words.
| Strand |
Source |
Activities |
| Syllabication |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
Classroom
Home
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Syllabication: New Word/Understand
The learner will be able to
use syllabication to understand new words.
| Strand |
Source |
Activities |
| Syllabication |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
Classroom
Home
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Vocabulary: Read/Identify/Understand
The learner will be able to
identify, and understand grade specific vocabulary words.
| Strand |
Source |
Activities |
| 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) |
Classroom
Home
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Vocabulary: Foreign Words/Identify
The learner will be able to
introduce the meaning of frequently used foreign words.
| Strand |
Source |
Activities |
| Vocabulary: Foreign |
PA: Academic Standards, January 16, 1999, Grade 3, p.16, #1.7.3.; A (back mapped) |
Classroom
Home
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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 |
Activities |
| Vocabulary Strategies |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
Classroom
Home
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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 |
Activities |
| Vocabulary Strategies |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
Classroom
Home
|
|
Unfamiliar Words: Monitor Text
The learner will be able to
monitor text for unfamiliar vocabulary words.
| Strand |
Source |
Activities |
| Vocabulary Strategies: Unfamiliar Words |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B (back mapped) |
Classroom
Home
|
|
Strategies: Define/Unknown
The learner will be able to
define unknown words.
| Strand |
Source |
Activities |
| Vocabulary Strategies: Unfamiliar Words |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3, B (back mapped) |
Classroom
Home
|
|
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 |
Activities |
| Vocabulary: Content Area |
PA: Academic Standards, January 16, 1999, Grade 3, p. 3, #1.1.3.; F (back mapped) |
Classroom
Home
|
|
Word: Pronounce/Accurately
The learner will be able to
pronounce most words accurately.
| Strand |
Source |
Activities |
| Word |
PA: Academic Standards, January 16, 1999, Grade 3, p.13, #1.6.3.; C (back mapped) |
Classroom
Home
|
|
Word Structure: Identify Meaning
The learner will be able to
identify the meaning of words by applying structural analysis.
| Strand |
Source |
Activities |
| Word |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
Classroom
Home
|
|
Word: Analysis/Understand
The learner will be able to
use word analysis skills to understand new words.
| Strand |
Source |
Activities |
| Word |
PA: Academic Standards, January 16, 1999, Grade 3, p. 2, #1.1.3.; C (back mapped) |
Classroom
Home
|
|
Drafting: Comprehensive Content
The learner will be able to
begin to exhibit comprehensive content in his/her writing.
| Strand |
Source |
Activities |
| Drafting |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3, B (back mapped) |
Classroom
Home
|
|
Prewriting: Topic/Appropriateness
The learner will be able to
identify a topic that is appropriate for a specific purpose and audience.
| Strand |
Source |
Activities |
| Prewriting |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3.; A (back mapped) |
Classroom
Home
|
|
Evaluating Writing: Decide/Appropriate
The learner will be able to
within a group evaluate writing to decide if the content is appropriate.
| Strand |
Source |
Activities |
| Evaluating Writing |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3, B (back mapped) |
Classroom
Home
|
|
Publishing: Prepare Works
The learner will be able to
within a group present written works for publication.
| Strand |
Source |
Activities |
| Publishing |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; G (back mapped) |
Classroom
Home
|
|
Paragraph: Central Idea
The learner will be able to
within a group develop paragraphs with a focused central idea.
| Strand |
Source |
Activities |
| Paragraph Content |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3, B (back mapped) |
Classroom
Home
|
|
Story Elements: Use
The learner will be able to
use story elements in writing.
| Strand |
Source |
Activities |
| Story Elements |
PA: Academic Standards, January 16, 1999, Grade 3, p.9, #1.4.3.; A (back mapped) |
Classroom
Home
|
|
Expository: Informational Genres
The learner will be able to
write in informational genres.
| Strand |
Source |
Activities |
| Expository |
PA: Academic Standards, January 16, 1999, Grade 3, p.9, #1.4.3, B (back mapped) |
Classroom
Home
|
|
Sentence Content: Describe Nouns
The learner will be able to
write to describe people, places, animals, and/or objects.
| Strand |
Source |
Activities |
| Sentence Content |
PA: Academic Standards, January 16, 1999, Grade 3, p.9, #1.4.3.; A (back mapped) |
Classroom
Home
|
|
Sequence: Logical Order
The learner will be able to
sequence ideas in logical order.
| Strand |
Source |
Activities |
| Sequence |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3.; C (back mapped) |
Classroom
Home
|
|
Descriptive: Language
The learner will be able to
use descriptive language in his/her writing.
| Strand |
Source |
Activities |
| Descriptive |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; D (back mapped) |
Classroom
Home
|
|
Edit: Punctuation
The learner will be able to
edit for correct use of punctuation.
| Strand |
Source |
Activities |
| 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) |
Classroom
Home
|
|
Revise: Logical Order
The learner will be able to
within a group revise writing for logical order.
| Strand |
Source |
Activities |
| Revising: Content |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3, E (back mapped) |
Classroom
Home
|
|
Topic: Distinct Focus
The learner will be able to
write with a distinct focus.
| Strand |
Source |
Activities |
| Topic |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3.; A (back mapped) |
Classroom
Home
|
|
Support: Detail/Appropriate
The learner will be able to
choose details appropriate for the topic of a written work.
| Strand |
Source |
Activities |
| Support |
PA: Academic Standards, January 16, 1999, Grade 3, p.11, #1.5.3, B (back mapped) |
Classroom
Home
|
|
Sentence: Complete/Create
The learner will be able to
within a group create complete written sentences.
| Strand |
Source |
Activities |
| Emergent Writing: Sentence |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3.; F (back mapped) |
Classroom
Home
|
|
Detail: Missing Information/Identify
The learner will be able to
within a group revise writing by identifying missing information and details.
| Strand |
Source |
Activities |
| Revising: Content/Detail |
PA: Academic Standards, January 16, 1999, Grade 3, p.12, #1.5.3, E (back mapped) |
Classroom
Home
|
|
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 |
Activities |
| Genre |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
Classroom
Home
|
|
Classic Literature: Read/Understand
The learner will be able to
read and understand classic literature.
| Strand |
Source |
Activities |
| Classic Literature |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Contemporary Literature
The learner will be able to
read and understand contemporary literature.
| Strand |
Source |
Activities |
| Contemporary Literature |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Historical Context: Historical Period
The learner will be able to
read literature from various historical periods.
| Strand |
Source |
Activities |
| Historical Fiction/Context |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 2 |
Classroom
Home
|
|
Communicating: Effective
The learner will be able to
recognize and apply the qualities of effective communication techniques in writing and speaking.
| Strand |
Source |
Activities |
| Communication Processes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
Classroom
Home
|
|
Communicating: Purposes/Audiences
The learner will be able to
communicate using language arts processes for a variety of purposes and audiences.
| Strand |
Source |
Activities |
| Communication Processes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
Classroom
Home
|
|
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 |
Activities |
| Language Conventions |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
Classroom
Home
|
|
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 |
Activities |
| Language Conventions |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
Classroom
Home
|
|
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 |
Activities |
| Figurative Language |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
Classroom
Home
|
|
Language Expression: Native Language
The learner will be able to
use native language to develop English language skills.
| Strand |
Source |
Activities |
| Language Expression |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 10 |
Classroom
Home
|
|
Language Expression: Native Language
The learner will be able to
use native language to develop understanding across all content areas.
| Strand |
Source |
Activities |
| Language Expression |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 10 |
Classroom
Home
|
|
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 |
Activities |
| Language: Social |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 11 |
Classroom
Home
|
|
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 |
Activities |
| Listening Behaviors |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 9 |
Classroom
Home
|
|
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 |
Activities |
| Media Form: Print/Non-Print |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 6 |
Classroom
Home
|
|
Comprehension: Display Skills
The learner will be able to
display comprehension skills.
| Strand |
Source |
Activities |
| 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 |
Classroom
Home
|
|
Evaluating: Reading Selections
The learner will be able to
study and evaluate written works.
| Strand |
Source |
Activities |
| Evaluating |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
Classroom
Home
|
|
Interpretation: Variety of Sources
The learner will be able to
interpret a variety of reading materials.
| Strand |
Source |
Activities |
| Interpretation |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
Classroom
Home
|
|
Prior Knowledge: Understand Text
The learner will be able to
use prior knowledge to understand texts.
| Strand |
Source |
Activities |
| 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 |
Classroom
Home
|
|
Purposes: Community Needs
The learner will be able to
read to respond to community expectations.
| Strand |
Source |
Activities |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Purposes: Community Requests
The learner will be able to
read to respond to the requests of the community
.
| Strand |
Source |
Activities |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Purposes: Information
The learner will be able to
read a variety of informational sources.
| Strand |
Source |
Activities |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
Classroom
Home
|
|
Purposes: Occupation
The learner will be able to
read to respond to occupational expectations.
| Strand |
Source |
Activities |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Purposes: Occupational Needs
The learner will be able to
read to respond to occupational needs.
| Strand |
Source |
Activities |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Reading Behaviors: Appreciation
The learner will be able to
appreciate written texts.
| Strand |
Source |
Activities |
| Reading Behaviors: Affective |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
Classroom
Home
|
|
Reading Behaviors: Variety
The learner will be able to
read a variety of written works.
| Strand |
Source |
Activities |
| Reading Behaviors |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 2 |
Classroom
Home
|
|
Response: Interact/School
The learner will be able to
use individual reading experiences to interact with others in the school setting.
| Strand |
Source |
Activities |
| Reading Responses: Discussions |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
Classroom
Home
|
|
Response: Self/Understand
The learner will be able to
use literary knowledge as a basis for understanding him/herself.
| Strand |
Source |
Activities |
| Reading Responses: Affective |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Collect Information: Obtain
The learner will be able to
read to obtain information.
| Strand |
Source |
Activities |
| Reading Purposes: Collect Information |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Construct Meaning: Word/Context
The learner will be able to
demonstrate an understanding of the meaning of words in context.
| Strand |
Source |
Activities |
| Constructing Meaning |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
Classroom
Home
|
|
Personal: Read
The learner will be able to
read for personal purposes.
| Strand |
Source |
Activities |
| Reading Purposes: Personal |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Prior Knowledge: Connecting
The learner will be able to
make connections to prior reading while reading.
| Strand |
Source |
Activities |
| Prior Knowledge |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
Classroom
Home
|
|
Purposes: Cultures
The learner will be able to
read to gain a better understanding of cultures.
| Strand |
Source |
Activities |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Purposes: Human Experiences
The learner will be able to
read to understand a variety of human experiences presented in reading materials
.
| Strand |
Source |
Activities |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 2 |
Classroom
Home
|
|
Purposes: Understanding
The learner will be able to
read to increase understanding.
| Strand |
Source |
Activities |
| Reading Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Strategies: Variety
The learner will be able to
use a variety of reading strategies.
| Strand |
Source |
Activities |
| Reading Strategies |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
Classroom
Home
|
|
Textual Features: Influence Meaning
The learner will be able to
demonstrate an understanding of textual factors which influence meaning.
| Strand |
Source |
Activities |
| Emergent Reading |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
Classroom
Home
|
|
Word Recognition: Meaning
The learner will be able to
use word recognition strategies to gain meaning from text.
| Strand |
Source |
Activities |
| Reading Strategies: Word Recognition |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
Classroom
Home
|
|
Purposes: Variety
The learner will be able to
speak for a variety of purposes.
| Strand |
Source |
Activities |
| Speaking Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
Classroom
Home
|
|
Audience: Adjust Speaking
The learner will be able to
adjust speaking to reflect different audiences.
| Strand |
Source |
Activities |
| Presentation: Audience |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
Classroom
Home
|
|
Purposes: Self-Selected
The learner will be able to
speak for a variety of self-selected purposes.
| Strand |
Source |
Activities |
| Speaking Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 12 |
Classroom
Home
|
|
|
Study and Research Skills
|
|
|
Research Skills: Issues/Interests
The learner will be able to
use research skills to explore issues and/or interests by posing problems.
| Strand |
Source |
Activities |
| Research Skills |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
Classroom
Home
|
|
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 |
Activities |
| Research Skills |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
Classroom
Home
|
|
Evaluating: Variety
The learner will be able to
evaluate a variety of sources.
| Strand |
Source |
Activities |
| Resource: Evaluating |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
Classroom
Home
|
|
Print/Nonprint: Read
The learner will be able to
read print and nonprint sources of information.
| Strand |
Source |
Activities |
| Reference Form: Print/Nonprint |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 1 |
Classroom
Home
|
|
Questions: Ask/Research Ideas
The learner will be able to
ask questions as a way to research ideas.
| Strand |
Source |
Activities |
| Research Skills: Questions |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
Classroom
Home
|
|
Reference Form: Media/Synthesize
The learner will be able to
synthesize information from a variety of media sources.
| Strand |
Source |
Activities |
| Reference Form: Media |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 7 |
Classroom
Home
|
|
Research Technology: Communicate
The learner will be able to
use technological resources to communicate information.
| Strand |
Source |
Activities |
| Research Technology |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
Classroom
Home
|
|
Research Technology: Synthesize
The learner will be able to
synthesize information from technological resources.
| Strand |
Source |
Activities |
| Research Technology |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
Classroom
Home
|
|
Sources: Construct Meaning
The learner will be able to
use resources to construct meaning.
| Strand |
Source |
Activities |
| Reference |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
Classroom
Home
|
|
Sources: Variety/Combine
The learner will be able to
combine information from a variety of sources in an effective manner.
| Strand |
Source |
Activities |
| Reference |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 8 |
Classroom
Home
|
|
Notes: Taking / Organizing
The learner will be able to
supply ideas for a structured format.
| Strand |
Source |
Activities |
| Notes: Taking/Organizing |
Pa Academic Standards, January 16, 1999, Grade 3, P.17, #1.8.3.;C |
Classroom
Home
|
|
Language: Chosen Purposes
The learner will be able to
use visual language for his/her chosen purposes.
| Strand |
Source |
Activities |
| Language Use |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 12 |
Classroom
Home
|
|
Visual Representation: Audience
The learner will be able to
adjust visual representations for a variety of audiences.
| Strand |
Source |
Activities |
| Visual Representation |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
Classroom
Home
|
|
Visual Representation: Communicate
The learner will be able to
produce visual representations to communicate with others.
| Strand |
Source |
Activities |
| Visual Representation |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
Classroom
Home
|
|
Visual Representation: Purposes
The learner will be able to
adjust visual representations for a variety of purposes.
| Strand |
Source |
Activities |
| Visual Representation |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
Classroom
Home
|
|
Audience: Variety
The learner will be able to
write for a variety of audiences.
| Strand |
Source |
Activities |
| Audience |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
Classroom
Home
|
|
Purposes: Interact/School
The learner will be able to
use individual writing experiences to interact with others in the school setting.
| Strand |
Source |
Activities |
| Writing Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
Classroom
Home
|
|
Purposes: Variety
The learner will be able to
write for a variety of purposes.
| Strand |
Source |
Activities |
| Writing Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 4 |
Classroom
Home
|
|
Purposes: Own
The learner will be able to
write for his/her chosen purpose.
| Strand |
Source |
Activities |
| Writing Purposes |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 12 |
Classroom
Home
|
|
Strategies: Variety
The learner will be able to
utilize a variety of writing strategies.
| Strand |
Source |
Activities |
| Writing Strategies |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 5 |
Classroom
Home
|
|
Writing as a Process: Audiences
The learner will be able to
utilize the writing process appropriately for different audiences.
| Strand |
Source |
Activities |
| Writing as a Process |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 5 |
Classroom
Home
|
|
Writing as a Process: Situations
The learner will be able to
utilize the writing process appropriately for different situations.
| Strand |
Source |
Activities |
| Writing as a Process |
National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 5 |
Classroom
Home
|
|
Author Intention: Evaluate
The learner will be able to
evaluate the author's purpose in a given work.
| Strand |
Source |
Activities |
| Author: Intentions |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 week tested: 30. |
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Author Technique: Evaluate
The learner will be able to
evaluate the effectiveness of author technique.
| Strand |
Source |
Activities |
| Author: Style/Technique |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 week tested: 30. |
Classroom
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Point of View: Evaluate
The learner will be able to
evaluate how author point of view influences reading materials.
| Strand |
Source |
Activities |
| Author: Point of View |
Terra Nova, Multiple Assessments, 1997, Level 11, Objective Statement #4 week tested: 30. |
Classroom
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Genre: Appropriate/Audience
The learner will be able to
select a genre appropriate for audience.
| Strand |
Source |
Activities |
| Genre |
Dallas School District |
Classroom
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Declarative: Change to Question
The learner will be able to
change a declarative sentence into a question.
| Strand |
Source |
Activities |
| Sentence: Declarative |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #033, 052 week tested: 30. |
Classroom
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Fragment: Identify
The learner will be able to
identify incomplete sentences.
| Strand |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Terra Nova, Multiple Assessments, 1997, Level 11, Item #032 week tested: 30. |
Classroom
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Noun: Forms/Edit
The learner will be able to
edit writing for noun forms.
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