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: Specific Info
The learner will be able to
recognize that printed materials provide specific information.
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A-1 |
|
Concepts About Print: Print Conventions
The learner will be able to
recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A2 |
|
Concepts About Print: Glossary/Index/Use
The learner will be able to
use a glossary or index to locate information in a text.
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A3 |
|
Phonological Awareness: Sound/Symbol
The learner will be able to
demonstrate a sophisticated sense of sound-symbol relationships, including all
phonemes (e.g., blends, digraphs, diphthongs).
| Strand |
Bloom's |
Source |
Activities |
| Phonological Awareness |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: B1 |
|
Decoding/Word Recognition: Sound/Affixes
The learner will be able to
know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C1 |
|
Decoding/Word Recognition: Struct. Anal.
The learner will be able to
use letter-sound knowledge and structural analysis to decode words.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C2 |
|
Decoding/Word Recognition: Pronunciation
The learner will be able to
use context to accurately read words with more than one pronunciation.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C3 |
|
Fluency: Read Aloud/Spoken Language
The learner will be able to
recognize grade-level words accurately and with ease so that a text sounds like spoken
language when read aloud.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D1 |
|
Fluency: Longer Texts
The learner will be able to
read longer text and chapter books independently and silently.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D2 |
|
Fluency: Phrasing/Inflection/Intonation
The learner will be able to
read aloud with proper phrasing, inflection, and intonation.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D3 |
|
Reading Strategies: Purpose/Predictions
The learner will be able to
set purpose for reading and check to verify or change predictions during/after reading.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E1 |
|
Reading Strategies: Monitor/Accuracy
The learner will be able to
monitor comprehension and accuracy while reading in context and self-correct errors.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E2 |
|
Reading Strategies: Pictures/Clues
The learner will be able to
use pictures and context clues to assist with decoding of new words.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E3 |
|
Reading Strategies: Graphic Organizers
The learner will be able to
develop and use graphic organizers to build on experiences and extend learning.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E4 |
|
Vocabulary/Concept Develop: Patterns
The learner will be able to
spell previously studied words and spelling patterns accurately.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F1 |
|
Vocabulary/Concept Develop: Difficulties
The learner will be able to
point to or clearly identify specific words or wording that cause comprehension difficulties.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F2 |
|
Vocabulary/Concept Develop: Meanings
The learner will be able to
infer word meanings from taught roots, prefixes, and suffixes.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F3 |
|
Vocabulary/Concept Develop: Dictionary
The learner will be able 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: F4 |
|
Vocabulary/Concept Develop: Pictures/Use
The learner will be able to
use pictures and context clues to assist with meaning of new words.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F5 |
|
Comprehend/Respond: Purpose
The learner will be able to
recognize purpose of the text.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G1 |
|
Comprehend/Respond: Interpret Text
The learner will be able to
distinguish cause/effect, fact/opinion, and main idea/supporting details in interpreting texts.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G2 |
|
Comprehend/Respond: Interpret/Graphs
The learner will be able to
interpret information in graphs, charts, and diagrams.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G3 |
|
Comprehend/Respond: Questions/Nonfiction
The learner will be able to
ask how, why, and what-if questions in interpreting nonfiction texts.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G4 |
|
Comprehend/Respond: Humor/Sarcasm/Author
The learner will be able to
recognize how authors use humor, sarcasm, and imagery to extend meaning.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G5 |
|
Comprehend/Respond: Theme/Fiction
The learner will be able to
discuss underlying theme or message in interpreting fiction.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G6 |
|
Comprehend/Respond: Summarize
The learner will be able to
summarize major points from fiction and nonfiction texts.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G7 |
|
Comprehend/Respond: Conclusions/Draw
The learner will be able to
draw conclusions and inferences from texts.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G8 |
|
Comprehend/Respond: First Person
The learner will be able to
recognize first-person "I" point of view.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G9 |
|
Comprehend/Respond: Compare/Elements
The learner will be able to
compare and contrast story plots, characters, settings, and themes.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G10 |
|
Comprehend/Respond: Creative Responses
The learner will be able to
participate in creative responses to texts (e.g., dramatizations, oral presentations).
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G11 |
|
Comprehend/Respond: Independent Level
The learner will be able to
read regularly in materials appropriate for their independent reading level.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G12 |
|
Comprehend/Respond: Fiction/Nonfiction
The learner will be able to
read and comprehend both fiction and nonfiction that is appropriately designed for grade level.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G13 |
|
Comprehend/Respond: Hypotheses/Examine
The learner will be able to
use information and reasoning to examine bases of hypotheses and opinions.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G14 |
|
Inquiry/Research: Locate Information
The learner will be able to
use library classification systems, print or electronic, to locate information.
| Strand |
Bloom's |
Source |
Activities |
| Inquiry/Research |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: H1 |
|
Inquiry/Research: Conclusions/Data
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: Read/Variety/Evidence
The learner will be able to
read a variety of nonfiction and fiction books and produce evidence of understanding.
| 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 13, Obj. Statement #2-3, Item #1,24-25,27,40,43,56,59 week tested: 29. NJCCS 3.1: G |
|
Monitor: Strategies/Develop
The learner will be able to
develop strategies for monitoring his/her reading process.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies: Monitor |
|
Terra Nova, Complete Battery, 1997, Level 13, Item #002 week tested: 29. NJCCS 3.1: E |
|
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 13, Item #015, 019, 034-039 week tested: 29. NJCCS 3.1: G |
|
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 13, Objective Statement #3, Item #008, 058 week tested: 29. NJCCS 3.1: G2 |
|
Compare/Contrast: Reading Materials
The learner will be able to
compare and contrast reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Compare/Contrast |
Analysis |
Terra Nova, Complete Battery, 1997, Level 13, Item #004 week tested: 29. NJCCS 3.1: G10 |
|
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 13, Objective Statement #5 week tested: 29. NJCCS 3.1: G10 |
|
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 13, Objective Statement #2 week tested: 29. NJCCS 3.1: G2 |
|
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 13, Objective Statement #3, Item #026, 028 week tested: 29. NJCCS 3.1: G8 |
|
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 13, Objective Statement #4 week tested: 29. NJCCS 3.1: G2 |
|
Generalization: Passage
The learner will be able to
make a generalization based on passage elements.
| Strand |
Bloom's |
Source |
Activities |
| Generalization |
Synthesis |
Terra Nova, Complete Battery, 1997, Level 13, Item #020 week tested: 29. NJCCS 3.1: G8 |
|
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 13, Objective Statement #5, Item #003, 041 week tested: 29. NJCCS 3.1: E4, G3 |
|
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 13, Objective Statement #3 week tested: 29. NJCCS 3.1: G8 |
|
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 13, Objective Statement #3 week tested: 29. NJCCS 3.1: G10 |
|
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 13, Objective Statement #4, Item #010 week tested: 29. NJCCS 3.1: E1 |
|
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 13, Objective Statement #5 week tested: 29. NJCCS 3.1: E1, 4, G1 |
|
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 13, Objective Statement #5 week tested: 29. NJCCS 3.1: E1, G4 |
|
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 13, Objective Statement #4 week tested: 29. NJCCS 3.1: G1, 7, 13 |
|
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 13, Objective Statement #2 week tested: 29. NJCCS 3.1: G2, 7 |
|
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 13, Item #009, 016-018, 029 week tested: 29. NJCCS 3.1: G7, 10 |
|
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 13, Item #009, 016-018, 029 week tested: 29. NJCCS 3.1: G7, 10 |
|
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 13, Objective Statement #3 week tested: 29. NJCCS 3.1: G7, 10 |
|
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 13, Objective Statement #4 week tested: 29. NJCCS 3.1: E2, G2-8, 10, 14 |
|
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 13, Objective Statement #4, Item #015, 019, 034-039 week tested: 29. NJCCS 3.1: E4, G11 |
|
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 13, Objective Statement #5 week tested: 29. NJCCS 3.1: E1-4, G1-14 |
|
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 13, Item #005, 011-012, 049, 057, 061-062 week tested: 29. NJCCS 3.1: E3 |
|
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 13, Objective Statement #5 week tested: 29. NJCCS 3.1: E2 |
|
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 13, Objective Statement #5 week tested: 29. NJCCS 3.1: G7, 10 |
|
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 13, Objective Statement #3 week tested: 29. NJCCS 3.1: G6 |
|
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 13, 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 13, Item #021, 042, 044, 060 week tested: 29. NJCCS 3.1: F1-5 |
|
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 13, Objective Statement #4 week tested: 29. NJCCS 3.1: G1, 5, 6, 7, 10, 13 |
|
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 13, Objective Statement #4 week tested: 29. NJCCS 3.1: G1, 5, 6, 8, 14 |
|
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 13, Objective Statement #4 week tested: 29. NJCCS 3.1: G9, 12, 13 |
|
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 possible ideas for writing through recalling experiences, listening to stories,
reading, brainstorming, and discussion.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A1 |
|
Writing Process: Examples/Real-World
The learner will be able to
examine real-world examples of writing in various genres to gain understanding of how
authors communicate ideas through form, structure, and author.s voice.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A2 |
|
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: A3 |
|
Writing Process: First Drafts/Compose
The learner will be able to
compose first drafts from prewriting work.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A4 |
|
Writing Process: Revise/Draft
The learner will be able to
revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating
with detail, improving openings, closings, and word choice to show voice.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Synthesis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A5 |
|
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: A6 |
|
Writing Process: Author's Use/Paragraph
The learner will be able to
build awareness of ways authors use paragraphs to support meaning.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A7 |
|
Writing Process: Develop/Voice
The learner will be able to
begin to develop author's voice in own writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A8 |
|
Writing Process: Reference Materials/Use
The learner will be able to
use reference materials to revise work, such as a dictionary or internet/software resource.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A9 |
|
Writing Process: Edit Work/Spelling/Mech
The learner will be able to
edit work for basic spelling and mechanics.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A10 |
|
Writing Process: Computer Applications
The learner will be able to
use computer word-processing 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: A11 |
|
Writing Process: Checklist/Use/Improve
The learner will be able to
understand and use a checklist and/or rubric to improve writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A12 |
|
Writing Process: Reflect/Writing
The learner will be able to
reflect on own writing, noting strengths and areas needing improvement.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A13 |
|
Writing Product: Descriptive Piece
The learner will be able to
write a descriptive piece, such as a description of a person, place, or object.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B1 |
|
Writing Product: Narrative/Experiences
The learner will be able to
write a narrative piece based on personal experiences.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B2 |
|
Writing Product: Nonfiction
The learner will be able to
write a nonfiction piece and/or simple informational report across the curriculum.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B3 |
|
Writing Product: Present/Discuss/Peers
The learner will be able to
present and discuss writing with other students.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B4 |
|
Writing Product: Apply/Elements/Rubrics
The learner will be able to
apply elements of grade-appropriate rubrics to improve writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B5 |
|
Writing Product: Develop/Collections
The learner will be able to
develop a collection of writings (e.g., a literacy folder or portfolio).
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B6 |
|
Mechanics/Spelling/Handwriting: Convent.
The learner will be able to
use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C1 |
|
Mechanics/Spelling/Handwriting: Grammar
The learner will be able to
use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C2 |
|
Mechanics/Spelling/Handwriting: Writing
The learner will be able to
study examples of narrative and expository writing to develop understanding of paragraphs and indentation.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C3 |
|
Mechanics/Spelling/Handwriting: Spelling
The learner will be able to
develop knowledge of English spelling through the use of patterns, structural analysis, and high frequency words.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C4 |
|
Mechanics/Spelling/Handwriting: Legible
The learner will be able to
write legibly in manuscript or cursive to meet district standards.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C5 |
|
Forms/Audiences/Purposes: Variety
The learner will be able to
write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers, community).
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D1 |
|
Forms/Audiences/Purposes: Fluency
The learner will be able to
develop fluency by writing daily and for sustained amounts of time.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D2 |
|
Forms/Audiences/Purposes: Generate Ideas
The learner will be able to
generate ideas for writing in a variety of situations and across the curriculum.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D3 |
|
Forms/Audiences/Purposes: Express Ideas
The learner will be able to
write to express thoughts and ideas, to share experiences, and to communicate socially.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D4 |
|
Forms/Audiences/Purposes: Sequential
The learner will be able to
write the events of a story sequentially.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D5 |
|
Forms/Audiences/Purposes: Sentence Types
The learner will be able to
produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D6 |
|
Forms/Audiences/Purposes: Respond Lit.
The learner will be able to
respond to literature through writing to demonstrate an understanding of a text.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D7 |
|
Forms/Audiences/Purposes: Narrative Text
The learner will be able to
write narrative text (e.g., realistic or humorous story).
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D8 |
|
Forms/Audiences/Purposes: Non-Fiction
The learner will be able to
write non-fiction text (e.g., reports, procedures, letters).
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D9 |
|
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 13, Objective Statement #8, Item #013 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 13, Objective Statement #9 week tested: 29. NJCCS 3.2: C2 |
|
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 13, Objective Statement #8 week tested: 29. NJCCS 3.2: A5 |
|
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 13, Objective Statement #9, Item #050-051, 066 week tested: 29. NJCCS 3.2: A10, C1 |
|
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 13, Objective Statement #9, Item #065 week tested: 29. NJCCS 3.2: A10, 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 13, Objective Statement #9 week tested: 29. NJCCS 3.2: A10, C2 |
|
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 13, Objective Statement #8 week tested: 29. NJCCS 3.2: C3, 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 13, Objective Statement #8 week tested: 29. NJCCS 3.2: D5 |
|
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 13, Item #047, 063 week tested: 29. NJCCS 3.2: D5 |
|
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 13, Objective Statement #8 week tested: 29. NJCCS 3.2: A1-3 |
|
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 13, Objective Statement #8 week tested: 29. NJCCS 3.2: A1-4 |
|
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 13, Objective Statement #8 week tested: 29. NJCCS 3.2: A2,9, D7 |
|
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 13, Objective Statement #8, Item #033, 070 week tested: 29. NJCCS 3.2: A7, 9, B3, D1, 9 |
|
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 13, Objective Statement #8, Item #045, 064 week tested: 29. NJCCS 3.2: A5, C3 |
|
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 13, Objective Statement #8 week tested: 29. NJCCS 3.2: C2 |
|
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 13, Objective Statement #8 week tested: 29. NJCCS 3.2: C2 |
|
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 13, Objective Statement #8 week tested: 29. NJCCS 3.2: C2 |
|
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 13, Item #007, 014, 022-023, 030-031, 052-053, 055,068 week tested: 29. NJCCS 3.2: A5, 10, C1-2, 4 |
|
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 13, 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 13, Objective Statement #7 week tested: 29. NJCCS 3.2: C1 |
|
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 13, Item #006, 032, 046, 054, 067 week tested: 29. NJCCS 3.2: C1 |
|
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 13, Objective Statement #9 week tested: 29. NJCCS 3.2: A10, C2 |
|
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 13, Objective Statement #9 week tested: 29. NJCCS 3.2: A10, C2 |
|
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 13, Item #006, 032, 046, 054, 067 week tested: 29. NJCCS 3.2: C1 |
|
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 13, Objective Statement #7 week tested: 29. NJCCS 3.2: C1 |
|
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 13, Objective Statement #7 week tested: 29. NJCCS 3.2: C1-2 |
|
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 13, Item #006, 032, 046, 054, 067 week tested: 29. NJCCS 3.2: C1 |
|
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 13, Objective Statement #7 week tested: 29. NJCCS 3.2: C1-2 |
|
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 13, Objective Statement #7, Item #048, 069 week tested: 29. NJCCS 3.2: C1-2 |
|
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: Listen/Follow/Contribute
The learner will be able to
listen and follow a discussion in order to contribute appropriately.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A1 |
|
Discussion: Stay Focused/Topic
The learner will be able to
stay focused on topic.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A2 |
|
Discussion: Wait Turn
The learner will be able to
take turns.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A3 |
|
Discussion: Support Opinion
The learner will be able to
support an opinion with details.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A4 |
|
Questioning/Contributing: Develop/Quest.
The learner will be able to
develop appropriate questions to explore a topic.
| Strand |
Bloom's |
Source |
Activities |
| Questioning/Contributing |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: B1 |
|
Questioning/Contributing: Class Inquiry
The learner will be able to
contribute information, ideas, and experiences to classroom inquiry.
| Strand |
Bloom's |
Source |
Activities |
| Questioning/Contributing |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: B2 |
|
Word Choice: Vocab/Relate/Topic
The learner will be able to
use vocabulary related to a particular topic.
| Strand |
Bloom's |
Source |
Activities |
| Word Choice |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: C1 |
|
Word Choice: Adapt Language
The learner will be able to
adapt language to persuade, explain, or seek information.
| Strand |
Bloom's |
Source |
Activities |
| Word Choice |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: C2 |
|
Word Choice: Vocab/Learned/Experiences
The learner will be able to
use new vocabulary and figurative language learned from literature and classroom
experiences.
| Strand |
Bloom's |
Source |
Activities |
| Word Choice |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: C3 |
|
Oral Presentation: Pictures/Support
The learner will be able to
use pictures to support an oral presentation.
| Strand |
Bloom's |
Source |
Activities |
| Oral Presentation |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: D1 |
|
Oral Presentation: Revise/Feedback/Peers
The learner will be able to
attempt to revise future presentations based on feedback from peers and teacher.
| Strand |
Bloom's |
Source |
Activities |
| Oral Presentation |
Synthesis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: D2 |
|
Oral Presentation: Strategies/Use
The learner will be able to
use appropriate strategies to prepare, rehearse, and deliver an oral presentation, such as
word choice, expression, eye contact, and volume.
| 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: Connect/Experiences
The learner will be able to
connect messages heard to prior knowledge and experiences.
| Strand |
Bloom's |
Source |
Activities |
| Active Listening |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: A1 |
|
Active Listening: Exchange Information
The learner will be able to
exchange information through verbal and nonverbal messages.
| Strand |
Bloom's |
Source |
Activities |
| Active Listening |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: A2 |
|
Listening Comprehension: Directions
The learner will be able to
follow two-and three-step directions.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B1 |
|
Listening Comprehension: Summarize
The learner will be able to
listen to a story read aloud and/or information from television or film, and summarize
main ideas.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B2 |
|
Listening Comprehension: Paraphrase
The learner will be able to
paraphrase information shared by others.
| Strand |
Bloom's |
Source |
Activities |
| Listening Comprehension |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.4: B3 |
|
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: Aware/Media
The learner will be able to
begin to demonstrate an awareness of different media forms and how they contribute to
communication.
| Strand |
Bloom's |
Source |
Activities |
| Construct Meaning |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: A1 |
|
Construct Meaning: Theme/Main Idea
The learner will be able to
identify the central theme and main ideas in different media.
| Strand |
Bloom's |
Source |
Activities |
| Construct Meaning |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: A2 |
|
Visual/Verbal Messages: Visual Arts
The learner will be able to
recognize the effects of visual arts on one's mood and emotions.
| Strand |
Bloom's |
Source |
Activities |
| Visual/Verbal Messages |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.5: B1 |
|
Visual/Verbal Messages: Advertisements
The learner will be able to
begin to explore and interpret various messages found in advertisements and other texts.
|
