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: Locate/Information
The learner will be able to
use titles, tables of contents, and chapter headings to locate information.
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A1 |
|
Concepts About Print: Purpose/Paragraph
The learner will be able to
recognize the purpose of a paragraph.
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A2 |
|
Phonological Awareness: Change/Sounds
The learner will be able to
add, delete, or change middle sounds to change words (e.g., pat to put).
| Strand |
Bloom's |
Source |
Activities |
| Phonological Awareness |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: B1 |
|
Phonological Awareness: Letter/Sound
The learner will be able to
use knowledge of letter-sound correspondences to sound out unknown words.
| Strand |
Bloom's |
Source |
Activities |
| Phonological Awareness |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: B2 |
|
Decoding/Word Recognition: Look/Chunks
The learner will be able to
look for known chunks or small words to attempt to decode an unknown word.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C1 |
|
Decoding/Word Recognition: Reread/Sound
The learner will be able to
reread inserting the beginning sound of the unknown word.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C2 |
|
Decoding/Word Recognition: Multisyllable
The learner will be able to
decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C3 |
|
Decoding/Word Recognition: Irregular
The learner will be able to
read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C4 |
|
Fluency: Pause/End Points
The learner will be able to
pause at appropriate end points (e.g., comma, period).
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D1 |
|
Fluency: Appropriate Pace/Use
The learner will be able to
use appropriate pace; "not choppy" or word-by-word.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D2 |
|
Fluency: Appropriate Inflection/Use
The learner will be able to
use appropriate inflection (e.g., dialogue, exclamations, questions).
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D3 |
|
Fluency: Read Silently/No Finger/Lips
The learner will be able to
read silently without finger or lip movement.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D4 |
|
Fluency: Self-Monitor/Make Sense
The learner will be able to
self-monitor when text does not make sense.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D5 |
|
Fluency: Strategies/Make Sense
The learner will be able to
employ learned strategies to determine if text makes sense without being prompted.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D6 |
|
Reading Strategies: Skip Difficult Words
The learner will be able to
skip over difficult words in an effort to read on and determine meaning.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E1 |
|
Reading Strategies: Return/Beginning
The learner will be able to
return to the beginning of a sentence and try again.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E2 |
|
Vocabulary/Concept Develop: 500-800
The learner will be able to
develop a vocabulary of 500-800 regular and irregular sight words.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F1 |
|
Vocabulary/Concept Develop: Affixes
The learner will be able to
know and relate meanings of simple prefixes and suffixes.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F2 |
|
Vocabulary/Concept Develop: Expand/Lang.
The learner will be able to
demonstrate evidence of expanding language repertory.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F3 |
|
Vocabulary/Concept Develop: Antonyms/Syn
The learner will be able to
understand concept of antonyms and synonyms.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F4 |
|
Vocabulary/Concept Develop: Dictionary
The learner will be able to
begin to use a grade-appropriate dictionary with assistance from teacher.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F5 |
|
Comprehend/Respond: Recall Facts
The learner will be able to
demonstrate ability to recall facts and details of text.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G1 |
|
Comprehend/Respond: Cause/Effect
The learner will be able to
recognize cause and effect in text.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G2 |
|
Comprehend/Respond: Inferences/Support
The learner will be able to
make inferences and support them with textual information.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G3 |
|
Comprehend/Respond: Story Elements
The learner will be able to
continue to identify story elements in text.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G4 |
|
Comprehend/Respond: Use Questions
The learner will be able to
respond to text by using how, why, and what-if questions.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G5 |
|
Inquiry/Research: Alphabetical Order
The learner will be able to
locate information using alphabetical order.
| Strand |
Bloom's |
Source |
Activities |
| Inquiry/Research |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: H1 |
|
Inquiry/Research: Read/Variety/Evidence
The learner will be able to
read a variety of nonfiction and fiction books and produce evidence of reading.
| Strand |
Bloom's |
Source |
Activities |
| Inquiry/Research |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: H2 |
|
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 12, Objective Statement #2-3, Item #3,7,16,18,25,46 week tested: 29. NJCCS 3.1: G1-5 |
|
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 12, Objective Statement #6 week tested: 29. NJCCS 3.1: C1-4 |
|
Reading Behaviors: Apply
The learner will be able to
apply meaning while reading.
| Strand |
Bloom's |
Source |
Activities |
| Reading Behaviors |
|
Terra Nova, Complete Battery, 1997, Level 12, Item #041-042, 051 week tested: 29. NJCCS 3.1: E1-2 |
|
Response: Connection/Text
The learner will be able to
make connections among reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Reading Responses: Affective |
|
Terra Nova, Complete Battery, 1997, Level 12, Item #010, 017 week tested: 29. NJCCS 3.1: G3 |
|
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 12, Objective Statement #3 week tested: 29. NJCCS 3.1: G2 |
|
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 12, Objective Statement #5 week tested: 29. NJCCS 3.1: G5 |
|
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 12, Objective Statement #2 week tested: 29. NJCCS 3.1: A1 |
|
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 12, Objective Statement #3, Item #8,15,26-28,36-37,40 week tested: 29. NJCCS 3.1: G5 |
|
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 12, Objective Statement #4 week tested: 29. NJCCS 3.1: G1 |
|
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 12, Objective Statement #5 week tested: 29. NJCCS 3.1: A3 |
|
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 12, Objective Statement #3 week tested: 29. NJCCS 3.1: G3 |
|
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 12, Objective Statement #3 week tested: 29. NJCCS 3.1: 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 12, Objective Statement #4, Item #004, 050 week tested: 29. NJCCS 3.1: G5 |
|
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 12, Objective Statement #5 week tested: 29. NJCCS 3.1: G5 |
|
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 12, Objective Statement #5 week tested: 29. NJCCS 3.1: G5 |
|
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 12, Objective Statement #4 week tested: 29. NJCCS 3.1: H2 |
|
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 12, Objective Statement #2 week tested: 29. NJCCS 3.1: G4 |
|
Story Elements: Character/Identify
The learner will be able to
identify story elements, such as characters.
| Strand |
Bloom's |
Source |
Activities |
| Story Elements |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 12, Item #001, 009, 048 week tested: 29. NJCCS 3.1: G4 |
|
Story Elements: Identify
The learner will be able to
identify story elements.
| Strand |
Bloom's |
Source |
Activities |
| Story Elements |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 12, Item #001, 009, 048 week tested: 29. NJCCS 3.1: G4 |
|
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 12, 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 12, Objective Statement #4 week tested: 29. NJCCS 3.1: G5 |
|
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 12, Objective Statement #4, Item #041-042, 051 week tested: 29. NJCCS 3.1: G5 |
|
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 12, 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 12, Item #002, 047, 052 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 12, Objective Statement #5 week tested: 29. NJCCS 3.1: G4 |
|
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 12, Objective Statement #5 week tested: 29. NJCCS 3.1: G1,5 |
|
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 12, Objective Statement #3 week tested: 29. NJCCS 3.1: G4 |
|
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 12, 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 12, Item #019, 024, 038-039, 049 week tested: 29. NJCCS 3.1: F2-5 |
|
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 12, Objective Statement #4 week tested: 29. NJCCS 3.1: G5 |
|
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 12, Objective Statement #4 week tested: 29. NJCCS 3.1: G5 |
|
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 12, Objective Statement #4 week tested: 29. NJCCS 3.1: G5 |
|
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
generate ideas for writing: hearing stories, recalling experiences, brainstorming, and
drawing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A1 |
|
Writing Process: Observe/Modeling
The learner will be able to
observe the modeling of writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A2 |
|
Writing Process: Story Structure
The learner will be able to
begin to develop an awareness of simple story structures and author's voice.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A3 |
|
Writing Process: Sentences/Convey Ideas
The learner will be able to
use sentences to convey ideas in writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A4 |
|
Writing Process: Use/Develop Writing
The learner will be able to
maintain the use of a basic writing process to develop writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application, Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A5 |
|
Writing Process: Graphic Organizers/Use
The learner will be able to
use graphic organizers to assist with planning writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A6 |
|
Writing Process: Compose/Drafts
The learner will be able to
compose readable first drafts.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A7 |
|
Writing Process: Everyday Words
The learner will be able to
use everyday words in appropriate written context.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A8 |
|
Writing Process: Reread Drafts/Improve
The learner will be able to
reread drafts for meaning, to add details, and to improve correctness.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A9 |
|
Writing Process: Elaboration/Improve
The learner will be able to
focus on elaboration as a strategy for improving writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A10 |
|
Writing Process: Peers/Comment/React
The learner will be able to
participate with peers to comment on and react to each other's writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A11 |
|
Writing Process: Checklist/Use/Improve
The learner will be able to
use a simple checklist to improve elements of own writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A12 |
|
Writing Process: Computer Applications
The learner will be able to
use 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: A13 |
|
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: Narrative/Begin/Mid/End
The learner will be able to
produce a narrative with a beginning, middle, and end.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B3 |
|
Writing Product: Nonfiction/Write
The learner will be able to
write nonfiction pieces, such as letters, procedures, biographies, or simple reports.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B4 |
|
Writing Product: Organize/Works/Folder
The learner will be able to
organize favorite work samples in a writing folder or portfolio.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B5 |
|
Mechanics/Spelling/Handwriting: Punct/Us
The learner will be able to
use correct end point punctuation.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C1 |
|
Mechanics/Spelling/Handwriting: Capitals
The learner will be able to
apply basic rules of capitalization.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C2 |
|
Mechanics/Spelling/Handwriting: Spell
The learner will be able to
use correct spelling of some high frequency words.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C3 |
|
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: C4 |
|
Mechanics/Spelling/Handwriting: Patterns
The learner will be able to
recognize and apply basic spelling patterns.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C5 |
|
Mechanics/Spelling/Handwriting: Legible
The learner will be able to
write legibly to meet district standards.
| 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: Generate Ideas
The learner will be able to
generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D2 |
|
Forms/Audiences/Purposes: Tool/Use
The learner will be able to
use writing as a tool for learning self-discovery and reflection.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D3 |
|
Forms/Audiences/Purposes: Technology
The learner will be able to
use reading and technology to support writing.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D4 |
|
Forms/Audiences/Purposes: Genres/Write
The learner will be able to
write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D5 |
|
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 12, Objective Statement #8, Item #020-021 week tested: 29. NJCCS 3.2: A-D |
|
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 12, Objective Statement #9 week tested: 29. NJCCS 3.2: A4, 8, 9 |
|
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 12, Objective Statement #8 week tested: 29. NJCCS 3.2: B3 |
|
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 12, Objective Statement #9, Item #034, 057-059 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 12, Objective Statement #9, Item #033, 060 week tested: 29. NJCCS 3.2: C1 |
|
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 12, Objective Statement #9 week tested: 29. NJCCS 3.2: C1-6 |
|
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 12, Objective Statement #8 week tested: 29. NJCCS 3.2: D1 |
|
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 12, Objective Statement #8 week tested: 29. NJCCS 3.2: B3 |
|
Sequence: Identify
The learner will be able to
identify correct sentence sequence.
| Strand |
Bloom's |
Source |
Activities |
| Sequence |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 12, Item #011-012, 032 week tested: 29. NJCCS 3.2: A8 |
|
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 12, Objective Statement #8 week tested: 29. NJCCS 3.2: A1-2 |
|
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 12, Objective Statement #8 week tested: 29. NJCCS 3.2: A6 |
|
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 12, Objective Statement #8 week tested: 29. NJCCS 3.2: A1 |
|
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 12, Objective Statement #8 week tested: 29.NJCCS 3.2: B4 |
|
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 12, Objective Statement #8 week tested: 29. NJCCS 3.2: A4 |
|
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 12, Objective Statement #8 week tested: 29. NJCCS 3.2: A9 |
|
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 12, Objective Statement #8 week tested: 29. NJCCS 3.2: A9 |
|
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 12, Objective Statement #8 week tested: 29. NJCCS 3.2: A9 |
|
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 12, Item #013-014, 056 week tested: 29. NJCCS 3.2: A12 |
|
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 12, Objective Statement #6 week tested: 29. NJCCS 3.2: C1-6 |
|
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 12, Item #005-006, 029-031, 043-045, 053-055 week tested: 29. NJCCS 3.2: C1-6 |
|
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 12, Objective Statement #6 week tested: 29. NJCCS 3.2: C5 |
|
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 12, Objective Statement #7 week tested: 29. NJCCS 3.2: C1 |
|
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 12, Objective Statement #7 week tested: 29. NJCCS 3.2: C2 |
|
Language Expressions
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 12, Item #022-023, 035 week tested: 29. NJCCS 3.2: A9 |
|
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 12, Objective Statement #9 week tested: 29. NJCCS 3.2: A4, 8, 9, C2-4 |
|
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 12, Objective Statement #9 week tested: 29.NJCCS 3.2: A4, 8, 9, C2-4 |
|
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 12, Item #022-023, 035 week tested: 29.NJCCS 3.2: A9 |
|
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 12, Objective Statement #7 week tested: 29. NJCCS 3.2: A9 |
|
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 12, Objective Statement #7 week tested: 29.NJCCS 3.2: A9 |
|
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 12, Item #022-023, 035 week tested: 29. NJCCS 3.2: A9 |
|
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 12, Objective Statement #7 week tested: 29. NJCCS 3.2: A8 |
|
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 12, Objective Statement #7 week tested: 29. NJCCS 3.2: A8 |
|
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: Elaborate/Experiences
The learner will be able to
elaborate on experiences and ideas.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A1 |
|
Discussion: Focus/Topic
The learner will be able to
begin to stay focused on a topic of discussion.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A2 |
|
Discussion: Personal Opinions/Topics
The learner will be able to
offer personal opinions related to topics of discussion.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A3 |
|
Discussion: Wait Turn
The learner will be able to
wait their turn to speak.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A4 |
|
Questioning/Contributing: Explanations
The learner will be able to
ask for explanation to clarify meaning.
| Strand |
Bloom's |
Source |
Activities |
| Questioning/Contributing |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: B1 |
|
Questioning/Contributing: Respond/Ideas
The learner will be able to
respond to ideas posed by others.
| Strand |
Bloom's |
Source |
Activities |
| Questioning/Contributing |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: B2 |
|
Questioning/Contributing: Restate
The learner will be able to
restate to demonstrate understanding.
| Strand |
Bloom's |
Source |
Activities |
| Questioning/Contributing |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: B3 |
|
Questioning/Contributing: Problem/Steps
The learner will be able to
identify a problem and simple steps for solving the problem.
| Strand |
Bloom's |
Source |
Activities |
| Questioning/Contributing |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: B4 |
|
Word Choice: New Vocab/Use
The learner will be able to
use new vocabulary learned from literature and classroom experiences.
| Strand |
Bloom's |
Source |
Activities |
| Word Choice |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: C1 |
|
Word Choice: Discuss/Author's Words
The learner will be able to
recognize and discuss how authors use words to create vivid images.
| Strand |
Bloom's |
Source |
Activities |
| Word Choice |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: C2 |
|
Oral Presentation: Participate/Drama
The learner will be able to
participate in a dramatization or role play.
| Strand |
Bloom's |
Source |
Activities |
| Oral Presentation |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: D1 |
|
Oral Presentation: Look At/Speaker
The learner will be able to
begin to understand the importance of looking at a speaker.
| Strand |
Bloom's |
Source |
Activities |
| Oral Presentation |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: D2 |
|
Oral Presentation: Experience/Group
The learner will be able to
talk about an experience or work sample in front of a small group.
| Strand |
Bloom's |
Source |
Activities |
| Oral Presentation |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: D3 |
|
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: Main Ideas/Details
The learner will be able to
listen critically to identify main ideas and supporting details.
| Strand |
Bloom's |
Source |
Activities |
| Active Listening |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: A1 |
|
Active Listening: Types/Speech
The learner will be able to
begin to distinguish between types of speech (e.g., a joke, a chat, a warning).
| Strand |
Bloom's |
Source |
Activities |
| Active Listening |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: A2 |
|
Active Listening: Class Discussions
The learner will be able to
listen and contribute to class discussions.
| Strand |
Bloom's |
Source |
Activities |
| Active Listening |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: A3 |
|
Listening Comprehension: Oral/Directions
The learner will be able to
follow one- and two- step oral directions.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B1 |
|
Listening Comprehension: Vocab/Develop
The learner will be able to
develop a strong listening vocabulary to aid comprehension and oral and written language growth.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B2 |
|
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: Speculate/Elements
The learner will be able to
speculate about characters, events, and settings in books, film, and television.
| Strand |
Bloom's |
Source |
Activities |
| Construct Meaning |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: A1 |
|
Construct Meaning: Media Messages
The learner will be able to
recognize that media messages are created for a specific purpose (e.g., to inform,
entertain, persuade).
| Strand |
Bloom's |
Source |
Activities |
| Construct Meaning |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: A2 |
|
Construct Meaning: Graphs/Charts/Data
The learner will be able to
use graphs and charts to report data.
| Strand |
Bloom's |
Source |
Activities |
| Construct Meaning |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: A3 |
|
Construct Meaning: Favorite Illustrator
The learner will be able to
recognize the work of a favorite illustrator.
| Strand |
Bloom's |
Source |
Activities |
| Construct Meaning |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: A4 |
|
Construct Meaning: Compare/Characters
The learner will be able to
compare and contrast media characters.
| Strand |
Bloom's |
Source |
Activities |
| Construct Meaning |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: A5 |
|
Visual/Verbal Messages: Advertisements
The learner will be able to
interpret messages in simple advertisements.
| Strand |
Bloom's |
Source |
Activities |
| Visual/Verbal Messages |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: B1 |
|
Visual/Verbal Messages: Judge/Media
The learner will be able to
use a simple rating scale to judge media products.
| Strand |
Bloom's |
Source |
Activities |
| Visual/Verbal Messages |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: B2 |
|
Visual/Verbal Messages: Effects/On Mood
The learner will be able to
begin to look at the effects of visual arts on one's mood and emotions.
| Strand |
Bloom's |
Source |
Activities |
| Visual/Verbal Messages |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: B3 |
|
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