© 2005 by
Queen Bee School District 16
and
Scantron Corporation.
All Rights Reserved.
Made with
Curriculum Designer by
Scantron Corporation
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Queen Bee School District 16 |
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Language Arts, June 2005 |
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Language Arts - Grade 1 |
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Author: Exploring
The learner will be able to
explore and identify books of a favorite author.
| Strand |
Bloom's |
Scope |
Activities |
| Author |
Comprehension |
Introduce |
Classroom
|
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Author Intention
The learner will be able to
identify the author's purpose in a given passage.
| Strand |
Bloom's |
Scope |
Activities |
| Author: Intentions |
Analysis |
Introduce |
Classroom
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Fiction/Nonfiction: Discriminate
The learner will be able to
discriminate between forms of fiction and nonfiction.
| Strand |
Bloom's |
Scope |
Activities |
| Fiction/Nonfiction |
Comprehension |
Introduce |
Classroom
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Genre: Identify
The learner will be able to
identify, interpret, read, and understand a variety of literary works, poetry, and informational text.
| Strand |
Bloom's |
Scope |
Activities |
| Genre |
Knowledge |
Introduce |
Classroom
|
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Sentence Structure: Construction
The learner will be able to
recognize and construct complete sentences.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure |
Comprehension |
Introduce |
Classroom
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Noun: Singular/Plural
The learner will be able to
identify the correct singular or plural form of a noun to fit within the context of a given sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Noun |
Comprehension |
Introduce |
Classroom
|
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Pronoun: Case/Identify
The learner will be able to
identify and use the appropriate pronoun, pronoun order,and referent.
| Strand |
Bloom's |
Scope |
Activities |
| Pronoun |
Comprehension |
Introduce |
Classroom
|
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Adjective: Appropriate/Identify
The learner will be able to
identify and use appropriate adjectives for a given sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Adjective |
Comprehension |
Introduce |
Classroom
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Verb Tense: Complete Sentence/Forms
The learner will be able to
identify and use the correct verb tense (including past, present, plural, and/or future forms) for a given sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Verb Tense |
Comprehension |
Introduce |
Classroom
|
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Subject-Verb: Grade Level
The learner will be able to
identify and use subject-verb agreement appropriate to grade level.
| Strand |
Bloom's |
Scope |
Activities |
| Subject-Verb Agreement |
Application |
Introduce |
Classroom
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Conjunction: Use
The learner will be able to
correctly use conjunctions in a sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Conjunction |
Application |
Introduce |
Classroom
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Fragment/Run-On: Edit
The learner will be able to
identify and edit a series of sentences for fragments or run-ons.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure/Fragment/Run-On |
Application |
Introduce |
Classroom
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Grammar: Grade Level
The learner will be able to
use grade level appropriate grammar in written works.
| Strand |
Bloom's |
Scope |
Activities |
| Grammar |
Application |
Introduce |
Classroom
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Endmark: Sentence/Period/Use
The learner will be able to
correctly use a period, question mark,and exclamation point at the end of a sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Endmark |
Comprehension |
Introduce |
Classroom
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Contraction: Identify
The learner will be able to
identify the words used to make a contraction.
| Strand |
Bloom's |
Scope |
Activities |
| Contraction |
Comprehension |
Introduce |
Classroom
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Abbreviate: Period
The learner will be able to
correctly use a period at the end of an abbreviation and initials.
| Strand |
Bloom's |
Scope |
Activities |
| Abbreviate/Initial |
Comprehension |
Introduce |
Classroom
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Capitalization: Salutation of Letter
The learner will be able to
capitalize the salutation and closing in a letter.
| Strand |
Bloom's |
Scope |
Activities |
| Capitalization: Conventions |
Knowledge |
Introduce |
Classroom
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Title: Capitalize
The learner will be able to
capitalize a title.
| Strand |
Bloom's |
Scope |
Activities |
| Capitalization: Title |
Knowledge |
Introduce |
Classroom
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Behaviors: Attentively/Eye Contact
The learner will be able to
listen to a speaker attentively, including making eye contact with the speaker and demonstrating other appropriate listening behaviors.
| Strand |
Bloom's |
Scope |
Activities |
| Listening Behaviors |
Application |
Introduce |
Classroom
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Directions: Follow
The learner will be able to
listen to and follow oral directions.
| Strand |
Bloom's |
Scope |
Activities |
| Directions |
Comprehension |
Introduce |
Classroom
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Questions: Oral Directions
The learner will be able to
formulate questions in response to an oral presentation.
| Strand |
Bloom's |
Scope |
Activities |
| Questions |
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Introduce |
Classroom
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Story Elements
The learner will be able to
identify the setting, draw conclusions, recall sequence of events,analyze characters, recall details, understand the main idea, and predict outcomes in an orally read passage.
| Strand |
Bloom's |
Scope |
Activities |
| Character |
Analysis |
Introduce |
Classroom
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Detail: Relevant/Irrelevant/Distinguish
The learner will be able to
distinguish between relevant and irrelevant details in an orally read passage.
| Strand |
Bloom's |
Scope |
Activities |
| Detail |
Evaluation |
Introduce |
Classroom
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Story: Variety/Listen
The learner will be able to
listen to orally read stories or selections from a variety of sources.
| Strand |
Bloom's |
Scope |
Activities |
| Story |
Comprehension |
Introduce |
Classroom
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Structure: Repeat Pattern
The learner will be able to
orally repeat a word pattern.
| Strand |
Bloom's |
Scope |
Activities |
| Structure |
Application |
Introduce |
Classroom
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Illustrator: Identify
The learner will be able to
identify the works of a favorite illustrator.
| Strand |
Bloom's |
Scope |
Activities |
| Illustrator |
Comprehension |
Introduce |
Classroom
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Comprehension:Story Elements
The learner will be able to
demonstrate comprehension of a literary selection by recalling and discussing characters, setting, sequence of events, and illustrations.
| Strand |
Bloom's |
Scope |
Activities |
| Story Elements |
Comprehension |
Introduce |
Classroom
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Critical Thinking: Connecting
The learner will be able to
question,make connections, and relate personal experiences about selected reading text through a variety of written and oral responses. (i.e. response logs).
| Strand |
Bloom's |
Scope |
Activities |
| Critical Thinking |
|
Master |
Classroom
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Fluency: Grade Level/Appropriate
The learner will be able to
read aloud fluently texts appropriate to his/her grade level.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Aloud: Fluency |
Application |
Master |
Classroom
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Comprehension Skill:Main Idea:
The learner will be able to
identify the main idea from a short passage.
| Strand |
Bloom's |
Scope |
Activities |
| Main Idea |
Application |
Introduce |
Classroom
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Comprehension Skill:Draw Conclusion:
The learner will be able to
draw a conclusion from information found in a reading passage.
| Strand |
Bloom's |
Scope |
Activities |
| Draw Conclusion |
Analysis |
Introduce |
Classroom
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Theme:Identify
The learner will be able to
identify the theme of a single or multiple reading passage(s).
| Strand |
Bloom's |
Scope |
Activities |
| Themes |
Application |
Introduce |
Classroom
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Comprehension Skill:Matching
The learner will be able to
select the picture that best represents a given sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Emergent Reading: Matching Pictures |
Comprehension |
Master |
Classroom
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Comprehension Skill:Inference
The learner will be able to
make inferences from a short passage.
| Strand |
Bloom's |
Scope |
Activities |
| Inference |
Analysis |
Introduce |
Classroom
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Detail:Identify
The learner will be able to
identify story details from a reading passage.
| Strand |
Bloom's |
Scope |
Activities |
| Detail |
Comprehension |
Introduce |
Classroom
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Comprehension:Classification
The learner will be able to
classify pictures and objects according to the action in a given picture.
| Strand |
Bloom's |
Scope |
Activities |
| Classification |
Application |
Master |
Classroom
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Comprehension:Generalization
The learner will be able to
make a generalization based on passage elements.
| Strand |
Bloom's |
Scope |
Activities |
| Generalization |
Application |
Introduce |
Classroom
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Strategy: Connecting
The learner will be able to
question and make connections about selected reading text.
| Strand |
Bloom's |
Scope |
Activities |
| Critical Thinking |
Analysis |
Introduce |
Classroom
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Strategy:Predict Outcome:
The learner will be able to
predict the outcome based on relating new information to prior knowledge.
| Strand |
Bloom's |
Scope |
Activities |
| Predicting |
Application |
Introduce |
Classroom
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Strategy:Summary
The learner will be able to
summarize a reading passage in his/her own words.
| Strand |
Bloom's |
Scope |
Activities |
| Summary |
Synthesis |
Introduce |
Classroom
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Strategy:Infer Feelings
The learner will be able to
infer character feelings and motives from a passage.
| Strand |
Bloom's |
Scope |
Activities |
| Character: Feelings |
Comprehension |
Introduce |
Classroom
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Strategy:Monitor: Apply/Confirm
The learner will be able to
apply monitoring strategies to confirm meaning in text.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Strategies: Monitor |
Application |
Introduce |
Classroom
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Construct Meaning:Strategies
The learner will be able to
utilize the following context and content strategies for constructing meaning from reading materials: using prior knowledge to understand what is read, recognizing familiar words, interpreting punctuation, syntax, and sentence structure as clues to how sentences should be read, and sounding out words.
| Strand |
Bloom's |
Scope |
Activities |
| Constructing Meaning: Strategies |
Synthesis |
Introduce |
Classroom
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Strategy: Set purpose
The learner will be able to
set a purpose for reading.
| Strand |
Bloom's |
Scope |
Activities |
| Constructing Meaning: Strategies |
Application |
Introduce |
Classroom
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Compare:Similar/Different Texts
The learner will be able to
recognize the similarities and differences between two texts.
| Strand |
Bloom's |
Scope |
Activities |
| Compare/Contrast |
Analysis |
Introduce |
Classroom
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Literary Elements:Text Purpose
The learner will be able to
identify the purpose of a given passage.
| Strand |
Bloom's |
Scope |
Activities |
| Text Purpose |
Application |
Introduce |
Classroom
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Fluency: Correct Mistakes
The learner will be able to
recognize and correct his/her own reading mistakes in oral and silent reading.
| Strand |
Bloom's |
Scope |
Activities |
| Emergent Reading |
Application |
Introduce |
Classroom
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Reading Behaviors: Attention Span
The learner will be able to
read or explore books for extended periods of time.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Behaviors: Silent/Sustained |
Application |
Introduce |
Classroom
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Reality/Fantasy
The learner will be able to
distinguish between reality and fantasy.
| Strand |
Bloom's |
Scope |
Activities |
| Real/Non-Real |
Comprehension |
Introduce |
Classroom
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Variety of Sources: Reading Selections
The learner will be able to
read and comprehend material from a variety of sources and genres.
| Strand |
Bloom's |
Scope |
Activities |
| Source |
Comprehension |
Introduce |
Classroom
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Strategies: Vocabulary/Using
The learner will be able to
use vocabulary strategies to understand what is read.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Strategies |
Comprehension |
Introduce |
Classroom
|
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Cause/Effect: Understanding
The learner will be able to
understand the relationship between cause and effect.
| Strand |
Bloom's |
Scope |
Activities |
| Cause/Effect |
Application |
Introduce |
Classroom
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Figurative Language: Infer Meaning
The learner will be able to
infer meaning from figurative language.
| Strand |
Bloom's |
Scope |
Activities |
| Figurative Language |
Comprehension |
Introduce |
Classroom
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Comprehension skill: Sequence
The learner will be able to
identify the sequence in a passage.
| Strand |
Bloom's |
Scope |
Activities |
| Sequence |
Comprehension |
Introduce |
Classroom
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Cues: Construct Meaning
The learner will be able to
utilize a variety of cues to construct meaning from a reading selection (illustrations, titles, content).
| Strand |
Bloom's |
Scope |
Activities |
| Constructing Meaning: Cues |
Analysis |
Introduce |
Classroom
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Strategies: Messages/Effectively
The learner will be able to
communicate effectively using the appropriate intonations, volume control,speaking rate, gestures, body language, a variety of complex sentence structures, correct tenses, plurals and singulars,vocabulary and other conventions for a listener.
| Strand |
Bloom's |
Scope |
Activities |
| Communication Strategies/Techniques |
Application |
Introduce |
Classroom
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Creative: Stories/Present
The learner will be able to
present short stories which include beginnings, plots, conflicts, characters, resolutions, and elaboration of detail in a focused manner.
| Strand |
Bloom's |
Scope |
Activities |
| Presentation: Creative |
Application |
Introduce |
Classroom
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Verbal/Nonverbal: Imitate
The learner will be able to
imitate the speech of others, exhibit volume control, and use gestures, expressions, and body language to communicate effectively.
| Strand |
Bloom's |
Scope |
Activities |
| Communication: Verbal/Nonverbal |
|
Introduce |
Classroom
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Verbal: Personal Views
The learner will be able to
give personal views, recite short poems, riddles or nonsense verses, and sing songs.
| Strand |
Bloom's |
Scope |
Activities |
| Communication: Verbal/Nonverbal |
Evaluation |
Introduce |
Classroom
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Language Conventions: Apply
The learner will be able to
apply the conventions of tenses, plurals, and syntax, to form complete sentences.
| Strand |
Bloom's |
Scope |
Activities |
| Language Conventions |
Application |
Introduce |
Classroom
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Pronunciation: Common Words
The learner will be able to
clearly pronounce words common to grade level.
| Strand |
Bloom's |
Scope |
Activities |
| Pronunciation |
Comprehension |
Master |
Classroom
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Pronunciation: Initial Sound/Substitute
The learner will be able to
perform substitution of initial sounds in pronouncing words.
| Strand |
Bloom's |
Scope |
Activities |
| Pronunciation |
Comprehension |
Master |
Classroom
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Pronunciation: Final Sound/Substitute
The learner will be able to
perform substitution of final sounds in pronouncing words.
| Strand |
Bloom's |
Scope |
Activities |
| Pronunciation |
Comprehension |
Master |
Classroom
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Directions: Orally Give
The learner will be able to
orally give directions.
| Strand |
Bloom's |
Scope |
Activities |
| Directions |
Comprehension |
Introduce |
Classroom
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Support: Credible/Valid/Relevant
The learner will be able to
support his/her topic with credible, valid, and relevant evidence.
| Strand |
Bloom's |
Scope |
Activities |
| Main Idea/Support |
Analysis |
Introduce |
Classroom
|
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Directions: Organized
The learner will be able to
demonstrate speaking skills that are organized, properly sequenced, and cohesive.
| Strand |
Bloom's |
Scope |
Activities |
| Directions |
Application |
Introduce |
Classroom
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Discussion: Behaviors
The learner will be able to
exhibit the following behaviors while involved in a group discussion: take turns, respect the ideas and opinions of others, and face speakers.
| Strand |
Bloom's |
Scope |
Activities |
| Group Communication: Discussion |
Application |
Introduce |
Classroom
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Verbal/Nonverbal: Audience
The learner will be able to
use verbal and nonverbal communication techniques to maintain communications and resolve conflict.
| Strand |
Bloom's |
Scope |
Activities |
| Communication: Verbal/Nonverbal |
Application |
Introduce |
Classroom
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Strategies
The learner will be able to
utilize strategies (such as phonics,word patterns, and syllables) to determine the correct spelling of words.
| Strand |
Bloom's |
Scope |
Activities |
| Spelling Strategies |
Application |
Introduce |
Classroom
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Spelling: Common Words
The learner will be able to
spell priority words correctly.
| Strand |
Bloom's |
Scope |
Activities |
| Emergent Spelling |
Application |
Master |
Classroom
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Strategies
The learner will be able to
develop a study method for learning how to spell new words (such as keeping a log or spelling dictionary of words misspelled frequently).
| Strand |
Bloom's |
Scope |
Activities |
| Spelling Strategies |
Application |
Introduce |
Classroom
|
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Vowels: Digraphs
The learner will be able to
correctly spell words which have a digraph,diphthongs,vowel patterns, and irregular spellings.
| Strand |
Bloom's |
Scope |
Activities |
| Vowel |
Comprehension |
Introduce |
Classroom
|
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Homophones
The learner will be able to
correctly spell homophones.
| Strand |
Bloom's |
Scope |
Activities |
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