Standard 3.1 Reading
STANDARD 3.1 - READING
The learner will be able to
understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A-H |
|
Concepts About Print: Match/Oral Words
The learner will be able to
match oral words to printed words (e.g., pointing to print as one reads).
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A1 |
|
Concepts About Print: Environment
The learner will be able to
practice reading print in the environment at school and at home with assistance.
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A2 |
|
Concepts About Print: Book Parts/Locate
The learner will be able to
locate and identify the title, author, and illustrator of a book or reading selection.
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A3 |
|
Concepts About Print: Interpret/Graphs
The learner will be able to
interpret simple graphs, charts, and diagrams.
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A4 |
|
Phonological Awareness: Sound/Symbol
The learner will be able to
demonstrate understanding of all sound- symbol relationships.
| Strand |
Bloom's |
Source |
Activities |
| Phonological Awareness |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: B1 |
|
Phonological Awareness: Blend/Segment
The learner will be able to
blend or segment the phonemes of most one-syllable words.
| Strand |
Bloom's |
Source |
Activities |
| Phonological Awareness |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: B2 |
|
Phonological Awareness: Syllables/Ident.
The learner will be able to
listen and identify the number of syllables in a word.
| Strand |
Bloom's |
Source |
Activities |
| Phonological Awareness |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: B3 |
|
Phonological Awareness: Merge/Segments
The learner will be able to
merge spoken segments into a word.
| Strand |
Bloom's |
Source |
Activities |
| Phonological Awareness |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: B4 |
|
Phonological Awareness: Change Words
The learner will be able to
add, delete, or change sounds to change words (e.g., cow to how, cat to can).
| Strand |
Bloom's |
Source |
Activities |
| Phonological Awareness |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: B5 |
|
Decoding/Word Recognition: Ident/Sounds
The learner will be able to
identify all consonant sounds in spoken words (including blends such as bl, br; and
digraphs such as th, wh).
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C1 |
|
Decoding/Word Recognition: Rhyming Words
The learner will be able to
recognize and use rhyming words to reinforce decoding skills.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C2 |
|
Decoding/Word Recognition: Nonsense Word
The learner will be able to
decode regular one-syllable words and nonsense words (e.g., sit, zot).
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C3 |
|
Decoding/Word Recognition: Unknown/Sound
The learner will be able to
use sound-letter correspondence knowledge to sound out unknown words when reading
text.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C4 |
|
Decoding/Word Recognition: High Freq.
The learner will be able to
recognize high frequency words in and out of context.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C5 |
|
Decoding/Word Recognition: Phonetic Anal
The learner will be able to
decode unknown words using basic phonetic analysis.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C6 |
|
Decoding/Word Recognition: Context Clues
The learner will be able to
decode unknown words using context clues.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C7 |
|
Fluency: Answer/Questions/Stories Read
The learner will be able to
answer questions correctly that are posed about stories read.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D1 |
|
Fluency: Read/Simple Text
The learner will be able to
begin to read simple text with fluency.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D2 |
|
Fluency: Grade/Level/Fiction/Nonfiction
The learner will be able to
read with fluency both fiction and nonfiction that is grade-level appropriate.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D3 |
|
Reading Strategies: Prior Knowledge/Use
The learner will be able to
use prior knowledge to make sense of text.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004-- 3.1: E1 |
|
Reading Strategies: Establish Purpose
The learner will be able to
establish a purpose for reading and adjust reading rate.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E2 |
|
Reading Strategies: Use Pictures/Cues
The learner will be able to
use pictures as cues to check for meaning.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E3 |
|
Reading Strategies: Check/Make Sense
The learner will be able to
check to see if what is being read makes sense.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E4 |
|
Reading Strategies: Monitor Reading
The learner will be able to
monitor their reading by using fix-up strategies (e.g., searching for clues).
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E5 |
|
Reading Strategies: Graphic Organizers
The learner will be able to
use graphic organizers to build on experiences and extend learning.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E6 |
|
Reading Strategies: Study Skills/Apply
The learner will be able to
begin to apply study skills strategies (e.g., survey, question, read, recite, and review.
SQ3R) to assist with retention and new learning.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E7 |
|
Vocabulary/Concept Develop: High Freq
The learner will be able to
develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F1 |
|
Vocabulary/Concept Develop: Antonyms/Syn
The learner will be able to
use and explain common antonyms and synonyms.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F2 |
|
Vocabulary/Concept Develop: Comprehend
The learner will be able to
comprehend common and/or specific vocabulary in informational texts and literature.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F3 |
|
Comprehend/Respond: Draw Conclusions
The learner will be able to
draw simple conclusions from information gathered from pictures, print, and people.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G1 |
|
Comprehend/Respond: Familiarity/Genre
The learner will be able to
demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G2 |
|
Comprehend/Respond: Sequence Info
The learner will be able to
sequence information learned from text into a logical order to retell facts.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G3 |
|
Comprehend/Respond: Compare/Elements
The learner will be able to
identify, describe, compare, and contrast the elements of plot, setting, and characters.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G4 |
|
Comprehend/Respond: Inferences/Make
The learner will be able to
make simple inferences.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G5 |
|
Comprehend/Respond: Independent-Level
The learner will be able to
read regularly in independent-level materials.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G6 |
|
Comprehend/Respond: Independent
The learner will be able to
engage in silent independent reading for specific purposes.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G7 |
|
Inquiry/Research: Questions/Topic
The learner will be able to
ask and explore questions related to a topic of interest.
| Strand |
Bloom's |
Source |
Activities |
| Inquiry/Research |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: H1 |
|
Inquiry/Research: Draw Conclusions
The learner will be able to
draw conclusions from information and data gathered.
| Strand |
Bloom's |
Source |
Activities |
| Inquiry/Research |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: H2 |
|
Inquiry/Research: Fiction/Nonfiction
The learner will be able to
be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.
| Strand |
Bloom's |
Source |
Activities |
| Inquiry/Research |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: H3 |
|
Reading Operations
Comprehension: Display Skills
The learner will be able to
display comprehension skills.
| Strand |
Bloom's |
Source |
Activities |
| Reading Behaviors |
|
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #2-3 Item #013-014, 031 week tested: 29. NJCCS 3.1: G |
|
Emergent Reading: Letter/Word/Sign
The learner will be able to
demonstrate an understanding of the structural relationship in letters, words, and signs.
| Strand |
Bloom's |
Source |
Activities |
| Emergent Reading: Conceptualizing |
|
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #6 week tested: 29. NJCCS 3.1: B |
|
Analyze: Literary Device/Reading
The learner will be able to
analyze literary devices used in reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Literary Device: Analyze |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Item #033 week tested: 29. NJCCS 3.1: G1-7 |
|
Cause/Effect: Understanding
The learner will be able to
understand the relationship between cause and effect.
| Strand |
Bloom's |
Source |
Activities |
| Cause/Effect |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3, Item #017 week tested: 29. NJCCS 3.1: G1, 3-5 |
|
Compare: Reading Material
The learner will be able to
make comparisons between reading material.
| Strand |
Bloom's |
Source |
Activities |
| Compare/Contrast |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 29. NJCCS 3.1: G1-7 |
|
Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Bloom's |
Source |
Activities |
| Detail |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #2 week tested: 29. NJCCS 3.1: E1-7 |
|
Draw Conclusion: Reading Material
The learner will be able to
draw conclusions about reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Draw Conclusion |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3, Item #032, 035 week tested: 29. NJCCS 3.1: D1-3, E1-7, G1, H2 |
|
Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Bloom's |
Source |
Activities |
| Fact/Opinion |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 29. NJCCS 3.1: D1-3, E1-7, G1-7, H2 |
|
Graphic Feature: Use
The learner will be able to
use common graphical features to increase understanding of reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies: Graphic Features |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 29. NJCCS 3.1: E3, 6, A4 |
|
Inference: Information
The learner will be able to
make inferences from information in written material.
| Strand |
Bloom's |
Source |
Activities |
| Inference |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3 week tested: 29. NJCCS 3.1: E4, G5 |
|
Main Idea: Stated
The learner will be able to
determine the main idea stated in a passage.
| Strand |
Bloom's |
Source |
Activities |
| Main Idea |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 11, Item #023, 026 week tested: 29. NJCCS 3.1: G1, 4, 7, H1-2 |
|
Plot: Climax
The learner will be able to
recognize plot climax in reading selections.
| Strand |
Bloom's |
Source |
Activities |
| Plot |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3 week tested: 29. NJCCS 3.1: A4, G4 |
|
Predict Outcome: Information
The learner will be able to
make predictions from information in written material.
| Strand |
Bloom's |
Source |
Activities |
| Predicting |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4, Item #025 week tested: 29. NJCCS 3.1: E3-4 |
|
Prior Knowledge: Understand Text
The learner will be able to
use prior knowledge to understand texts.
| Strand |
Bloom's |
Source |
Activities |
| Prior Knowledge |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 29. NJCCS 3.1: E1 |
|
Questions: Aid Understanding
The learner will be able to
generate questions to aid understanding while reading.
| Strand |
Bloom's |
Source |
Activities |
| Questions |
Synthesis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 29. NJCCS 3.1: E4,7, H1 |
|
Reality/Fantasy
The learner will be able to
distinguish between reality and fantasy.
| Strand |
Bloom's |
Source |
Activities |
| Real/Non-Real |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 29. NJCCS 3.1: D1, H1 |
|
Sequence: Identify Order
The learner will be able to
identify the order of events which occur within a reading selection.
| Strand |
Bloom's |
Source |
Activities |
| Sequence |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #2 week tested: 29. NJCCS 3.1: G1, 3, 5 |
|
Sequence: Use/Understand
The learner will be able to
use sequence to understand reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Sequence |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Item #024 week tested: 29. NJCCS 3.1: G1, 3, 5, 7 |
|
Story: Elements/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Bloom's |
Source |
Activities |
| Story Elements |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3 week tested: 29. NJCCS 3.1: G4 |
|
Strategies: Critical Thinking
The learner will be able to
apply critical thinking when reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 29. NJCCS 3.1: D1-4, 7, G1-7, H1-2 |
|
Strategies: Extend Information
The learner will be able to
extend information beyond passage ideas while reading.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Synthesis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 29. NJCCS 3.1: E6-7, G5, H1-3 |
|
Strategies: Knowing
The learner will be able to
know of a variety of strategies which aid comprehension.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 29. NJCCS 3.1: E1-7, G1-7 |
|
Strategies: Vocabulary/Using
The learner will be able to
use vocabulary to understand what is read.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Item #037-038 week tested: 29. NJCCS 3.1: F1, 3 |
|
Structure: Increase Understanding
The learner will be able to
use text structure to increase understanding of reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Structure |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 29. NJCCS 3.1: G1-7 |
|
Summary: Strategies
The learner will be able to
summarize material while he/she reads.
| Strand |
Bloom's |
Source |
Activities |
| Summary |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #5 week tested: 29. NJCCS 3.1: E1-7, G3 |
|
Theme: Identify
The learner will be able to
identify the theme of a given reading passage.
| Strand |
Bloom's |
Source |
Activities |
| Themes |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #3, Item #023, 026 week tested: 29. NJCCS 3.1: G1, 4, 7, H1-2 |
|
Vocabulary
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary |
|
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #2 week tested: 29. NJCCS 3.1: F |
|
Strategies: Variety
The learner will be able to
apply a variety of vocabulary strategies.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary Strategies |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Item #034, 036, 039 week tested: 29. NJCCS 3.1: F1-3 |
|
Genres
Author Intention: Evaluate
The learner will be able to
evaluate the author's purpose in a given work.
| Strand |
Bloom's |
Source |
Activities |
| Author: Intentions |
Evaluation |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 29. NJCCS 3.1: E2, G1, 2, 5, H2 |
|
Author Technique: Evaluate
The learner will be able to
evaluate the effectiveness of author technique.
| Strand |
Bloom's |
Source |
Activities |
| Author: Style/Technique |
Evaluation |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 29. NJCCS 3.1: E1-2, G1, 2, 5, H2 |
|
Point of View: Evaluate
The learner will be able to
evaluate how author point of view influences reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Author: Point of View |
Evaluation |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #4 week tested: 29. NJCCS 3.1: E2, G1, 2, 5, H2 |
|
Standard 3.2 Writing
STANDARD 3.2 - WRITING
The learner will be able to
write in clear, concise, organized language that varies in content and form for different audiences and purposes.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A - D |
|
Writing Process: Generate Ideas
The learner will be able to
begin to generate ideas for writing through talking, sharing, and drawing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A1 |
|
Writing Process: Modeling/Observe
The learner will be able to
observe the modeling of writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A2 |
|
Writing Process: Begin/Use
The learner will be able to
begin to use a basic writing process to develop writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A3 |
|
Writing Process: Simple Sentences/Ideas
The learner will be able to
use simple sentences to convey ideas.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A4 |
|
Writing Process: Fluency/Increase
The learner will be able to
increase fluency (ability to write ideas easily) to improve writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A5 |
|
Writing Process: Drafts/Create
The learner will be able to
continue to use pictures, developmental spelling or conventional text to create writing
drafts.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A6 |
|
Writing Process: Revisit/Add Details
The learner will be able to
revisit pictures and writings to add detail.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A7 |
|
Writing Process: Mimic/Author's Voice
The learner will be able to
begin to mimic an author's voice and patterns.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A8 |
|
Writing Process: Use Checklist/Improve
The learner will be able to
begin to use a simple checklist to improve writing with teacher support.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A9 |
|
Writing Process: Computer Applications
The learner will be able to
begin to use simple computer writing applications during some parts of the writing
process.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A10 |
|
Writing Product: Produce/Share
The learner will be able to
produce finished writings to share with class and/or for publication.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B1 |
|
Writing Product: Stories/Experiences
The learner will be able to
produce stories from personal experiences.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B2 |
|
Writing Product: Show/Talk/Class
The learner will be able to
show and talk about own writing for classroom audience.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B3 |
|
Writing Product: Collect Works
The learner will be able to
collect favorite works to place in personal writing folder.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B4 |
|
Mechanics/Spelling/Handwriting: Letters
The learner will be able to
write all upper and lowercase letters of the alphabet from memory.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C1 |
|
Mechanics/Spelling/Handwriting: Punc/Cap
The learner will be able to
begin to use basic punctuation and capitalization.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C2 |
|
Mechanics/Spelling/Handwriting: Symbol
The learner will be able to
apply sound/symbol relationships to writing words.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C3 |
|
Mechanics/Spelling/Handwriting: Phonics
The learner will be able to
use developmental spelling or phonics-based knowledge to spell independently, when
necessary.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C4 |
|
Mechanics/Spelling/Handwriting: Spelling
The learner will be able to
develop awareness of conventional spelling.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C5 |
|
Mechanics/Spelling/Handwriting: Spacing
The learner will be able to
use left-to-right and top-to-bottom directionality and use appropriate spacing between
words.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C6 |
|
Forms/Audiences/Purposes: Create/Others
The learner will be able to
create written texts for others to read.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D1 |
|
Forms/Audiences/Purposes: Variety
The learner will be able to
produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D2 |
|
Writing
Clarity/Focus: Relevant Information
The learner will be able to
include relevant information in his/her writing.
| Strand |
Bloom's |
Source |
Activities |
| Clarity/Focus |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8, Item #029-030 week tested: 29. NJCCS 3.2: A |
|
Edit: Adjectives/Adverbs
The learner will be able to
edit for correct use of adverbs and adjectives.
| Strand |
Bloom's |
Source |
Activities |
| Editing: Language Conventions |
|
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9 week tested: 29. NJCCS 3.2: A4, 7 |
|
Conclusion: Use
The learner will be able to
use a conclusion in a written work.
| Strand |
Bloom's |
Source |
Activities |
| Introduction/Conclusion |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 29. NJCCS 3.2: A3, B1 |
|
Edit: Capitalization
The learner will be able to
edit sentences for capitalization errors.
| Strand |
Bloom's |
Source |
Activities |
| Editing: Language Conventions |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9, Item #044-045 week tested: 29. NJCCS 3.2: C2 |
|
Edit: Punctuation
The learner will be able to
edit for correct use of punctuation.
| Strand |
Bloom's |
Source |
Activities |
| Editing: Language Conventions |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9, Item #042-043 week tested: 29. NJCCS 3.2: C2 |
|
Edit: Verb Form
The learner will be able to
edit written works for correct verb forms.
| Strand |
Bloom's |
Source |
Activities |
| Editing: Language Conventions |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9 week tested: 29. NJCCS 3.2: A4 |
|
Expository: Essay
The learner will be able to
write an expository essay.
| Strand |
Bloom's |
Source |
Activities |
| Expository |
Synthesis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 29. NJCCS 3.2: A3, 4, 9, C2, D2 |
|
Sequence: Ideas
The learner will be able to
order ideas sequentially when writing.
| Strand |
Bloom's |
Source |
Activities |
| Sequence |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 29. NJCCS 3.2: A1-4, 9 |
|
Strategies: Apply/Variety
The learner will be able to
apply a variety of prewriting strategies.
| Strand |
Bloom's |
Source |
Activities |
| Prewriting: Strategies |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 29. NJCCS 3.2: A1-10 |
|
Strategies: Outline/Understand
The learner will be able to
understand how to use an outline as a prewriting strategy.
| Strand |
Bloom's |
Source |
Activities |
| Prewriting: Strategies |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 29. NJCCS 3.2: A1-3, 9 |
|
Strategies: Understand/Use Sources
The learner will be able to
understand how to use information sources as a prewriting strategy.
| Strand |
Bloom's |
Source |
Activities |
| Prewriting: Strategies |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 29. NJCCS 3.2: A1-10 |
|
Support: Write Text
The learner will be able to
write a supported text.
| Strand |
Bloom's |
Source |
Activities |
| Support |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 29. NJCCS 3.2: A1-10, D1-2 |
|
Topic Sentence: Identify/Best
The learner will be able to
select the best topic sentence for a given paragraph.
| Strand |
Bloom's |
Source |
Activities |
| Paragraph Content: Topic Sentence |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 29. NJCCS 3.2: A3 |
|
Transition: Conjunction/Use
The learner will be able to
use transitional conjunctions in his/her writing.
| Strand |
Bloom's |
Source |
Activities |
| Transition |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 29. NJCCS 3.2: A3, D1 |
|
Transition: Phrase/Use
The learner will be able to
use transitional phrases in his/her writing.
| Strand |
Bloom's |
Source |
Activities |
| Transition |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 29. NJCCS 3.2: A3, D1 |
|
Transitions: Use Effective
The learner will be able to
use effective transitions (and, but, or) in his/her writing.
| Strand |
Bloom's |
Source |
Activities |
| Transition |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #8 week tested: 29. NJCCS 3.2: A3, D1 |
|
Usage: Edit
The learner will be able to
edit written works for usage.
| Strand |
Bloom's |
Source |
Activities |
| Editing: Usage |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Item #040-041 week tested: 29. NJCCS 3.2: A7, 9 |
|
Word Analysis
Sounds: Relationship/Understand
The learner will be able to
understand the relationship between sounds and symbols.
| Strand |
Bloom's |
Source |
Activities |
| Letters: Sounds |
|
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #6 week tested: 29. NJCCS 3.2: C |
|
Word: Analysis Skills
The learner will be able to
demonstrate developmentally appropriate word analysis skills.
| Strand |
Bloom's |
Source |
Activities |
| Word |
|
Terra Nova, Complete Battery, 1997, Level 11, Item #007-012, 019-022 week tested: 29. NJCCS 3.2: C |
|
Word: Sounds
The learner will be able to
comprehend that words are made up of sounds.
| Strand |
Bloom's |
Source |
Activities |
| Word |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #6 week tested: 29. NJCCS 3.2: C3 |
|
Language Mechanics
Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Bloom's |
Source |
Activities |
| Punctuation |
|
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 week tested: 29. NJCCS 3.2: C |
|
Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Bloom's |
Source |
Activities |
| Capitalization: Applications |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 week tested: 29. NJCCS 3.2: C2 |
|
Language Expressions
Declarative: Change to Question
The learner will be able to
change a declarative sentence into a question.
| Strand |
Bloom's |
Source |
Activities |
| Sentence: Declarative |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Item #028 week tested: 29. NJCCS 3.2: A4, C2 |
|
Fragment: Identify
The learner will be able to
identify incomplete sentences.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 11, Item #027 week tested: 29. NJCCS 3.2: A4 |
|
Noun: Forms/Edit
The learner will be able to
edit writing for noun forms.
| Strand |
Bloom's |
Source |
Activities |
| Noun |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9 week tested: 29. NJCCS 3.2: A4 |
|
Pronoun: Case/Edit
The learner will be able to
edit written works for correct use of pronouns.
| Strand |
Bloom's |
Source |
Activities |
| Pronoun |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #9 week tested: 29. NJCCS 3.2: A4 |
|
Run-On: Identify
The learner will be able to
identify run-on sentences.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 11, Item #027 week tested: 29. NJCCS 3.2: A4 |
|
Sentence Combining: Concise/Clarity
The learner will be able to
combine two sentences concisely and with clarity of meaning.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 week tested: 29. NJCCS 3.2: A4 |
|
Sentence Structure: Grammar/Effective
The learner will be able to
write grammatically correct, effective sentences.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 week tested: 29. NJCCS 3.2: A4 |
|
Sentence Structure: Identify Complete
The learner will be able to
identify complete sentences.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 11, Item #027 week tested: 29. NJCCS 3.2: A4 |
|
Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 week tested: 29. NJCCS 3.2: A4 |
|
Subject-Verb: Agreement
The learner will be able to
use correct subject-verb agreement.
| Strand |
Bloom's |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #7 week tested: 29. NJCCS 3.2: A4 |
|
Standard 3.3 Speaking
STANDARD 3.3 - SPEAKING
The learner will be able to
speak, in clear, concise, organized language that varies in content and form for different audience and purposes.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A-D |
|
Discussion: Complete Sentences
The learner will be able to
speak in complete sentences.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A1 |
|
Discussion: Opinions/Retell/Experiences
The learner will be able to
offer personal opinions in discussion and retell personal experiences.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A2 |
|
Discussion: Dramatize/Story Events
The learner will be able to
role-play situations and dramatize story events.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A3 |
|
Questioning/Contributing: Respond/Others
The learner will be able to
respond to ideas and questions posed by others.
| Strand |
Bloom's |
Source |
Activities |
| Questioning/Contributing |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: B1 |
|
Questioning/Contributing: Types
The learner will be able to
ask and answer various types of questions.
| Strand |
Bloom's |
Source |
Activities |
| Questioning/Contributing |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: B2 |
|
Word Choice: Use/New Vocab
The learner will be able to
attempt to use new vocabulary learned from shared literature and classroom experiences.
| Strand |
Bloom's |
Source |
Activities |
| Word Choice |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: C1 |
|
Word Choice: Use/Descriptive Words
The learner will be able to
use descriptive words to clarify and extend ideas.
| Strand |
Bloom's |
Source |
Activities |
| Word Choice |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: C2 |
|
Oral Presentation: Recite/Poems/Stories
The learner will be able to
recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes).
| Strand |
Bloom's |
Source |
Activities |
| Oral Presentation |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: D1 |
|
Oral Presentation: Choral Reading
The learner will be able to
participate in choral reading to develop phonemic awareness, oral language, and
fluency.
| Strand |
Bloom's |
Source |
Activities |
| Oral Presentation |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: D2 |
|
Oral Presentation: Retell Story
The learner will be able to
retell a story to check for understanding.
| Strand |
Bloom's |
Source |
Activities |
| Oral Presentation |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: D3 |
|
Oral Presentation: Read Aloud
The learner will be able to
read aloud from developmentally appropriate texts with attention to expression.
| Strand |
Bloom's |
Source |
Activities |
| Oral Presentation |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: D4 |
|
Standard 3.4 Listening
STANDARD 3.4 - LISTENING
The learner will be able to
listen actively to information from a variety of sources in a variety of situations.
| Strand |
Bloom's |
Source |
Activities |
| Active Listening |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: A-B |
|
Active Listening: Directions/Respond
The learner will be able to
listen and respond appropriately to directions.
| Strand |
Bloom's |
Source |
Activities |
| Active Listening |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: A1 |
|
Active Listening: Sounds/Initial/Final
The learner will be able to
listen to hear initial, final, and eventually middle sounds in words.
| Strand |
Bloom's |
Source |
Activities |
| Active Listening |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: A2 |
|
Active Listening: Familiar/Track Print
The learner will be able to
listen to a familiar text being read to begin tracking print.
| Strand |
Bloom's |
Source |
Activities |
| Active Listening |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: A3 |
|
Active Listening: Spoken Word/Rhymes
The learner will be able to
listen to a spoken word to produce another word that rhymes with it.
| Strand |
Bloom's |
Source |
Activities |
| Active Listening |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: A4 |
|
Listening Comprehension: Predictions
The learner will be able to
listen to make predictions about stories read aloud.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B1 |
|
Listening Comprehension: Directions
The learner will be able to
follow simple oral directions.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B2 |
|
Listening Comprehension: Recall/Info
The learner will be able to
recall information from listening to stories, poems, television, and film.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B3 |
|
Listening Comprehension: Retell/Reenact
The learner will be able to
retell, reenact, or dramatize stories or parts of stories heard.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B4 |
|
Listening Comprehension: Respond
The learner will be able to
respond appropriately to questions about stories read aloud.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B5 |
|
Listening Comprehension: Track Print
The learner will be able to
begin to track print when listening to a familiar text being read or when rereading their own writing.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B6 |
|
Listening Comprehension: Ask Questions
The learner will be able to
ask questions for clarification and explanation of stories and ideas heard.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B7 |
|
Listening
Behaviors: Interpretive Skills
The learner will be able to
demonstrate developmentally appropriate interpretive listening comprehension skills.
| Strand |
Bloom's |
Source |
Activities |
| Listening Behaviors |
|
Terra Nova, Complete Battery, 1997, Level 11, Item #004, 006, 016 week tested: 29. NJCCS 3.4: A |
|
Behaviors: Literal Skills
The learner will be able to
demonstrate developmentally appropriate literal listening comprehension skills.
| Strand |
Bloom's |
Source |
Activities |
| Listening Behaviors |
|
Terra Nova, Complete Battery, 1997, Level 11, Item #001-003, 005, 015 week tested: 29. NJCCS 3.4: B |
|
Figurative Language: Literal
The learner will be able to
distinguish between figurative and literal meanings of words and phrases.
| Strand |
Bloom's |
Source |
Activities |
| Figures of Speech |
Analysis |
Terra Nova, Complete Battery, 1997, Level 11, Objective Statement #1 week tested: 29. NJCCS 3.4: B5 |
|
Standard 3.5 Viewing/Media Literacy
STANDARD 3.5 - VIEWING/MEDIA LITERACY
The learner will be able to
access, view, evaluate, and respond, to print, nonprint, and electronic texts and resources.
| Strand |
Bloom's |
Source |
Activities |
| Construct Meaning |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: A-B |
|
Construct Meaning: Retell/Media Program
The learner will be able to
retell the story from a favorite media program (e.g., television, movie).
| Strand |
Bloom's |
Source |
Activities |
| Construct Meaning |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: A1 |
|
Construct Meaning: Pretend/Real
The learner will be able to
distinguish between "pretend" and "real" in the media.
| Strand |
Bloom's |
Source |
Activities |
| Construct Meaning |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: A2 |
|
Construct Meaning: Media Message/Purpose
The learner will be able to
begin to recognize that media messages have different purposes.
| Strand |
Bloom's |
Source |
Activities |
| Construct Meaning |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: A3 |
|
Construct Meaning: Speculate/Visuals
The learner will be able to
speculate about visual representations (e.g., pictures, artwork).
|
