© 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 2 |
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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 |
Application |
Develop |
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 |
Develop |
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 |
Develop |
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 |
Develop |
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 |
Develop |
Classroom
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Paragraph: Indent
The learner will be able to
indent a paragraph.
| Strand |
Bloom's |
Scope |
Activities |
| Paragraph Structure |
Comprehension |
Introduce |
Classroom
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Idiom: Identify
The learner will be able to
identify and understand grade specific idioms.
| Strand |
Bloom's |
Scope |
Activities |
| Idiom |
Application |
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 |
Develop |
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 |
Develop |
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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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 |
Develop |
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 |
Develop |
Classroom
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Sentence Structure: Variety/Meaning
The learner will be able to
use a variety of sentence structures in written works to convey meaning.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure |
Application |
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 |
Develop |
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 |
Develop |
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 |
Develop |
Classroom
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Quotation Mark: Dialogue
The learner will be able to
use quotation marks in a written dialogue.
| Strand |
Bloom's |
Scope |
Activities |
| Quotation Mark |
Application |
Introduce |
Classroom
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Contraction: Apostrophes
The learner will be able to
show an understanding of the use of apostrophes in possessives and contractions.
| Strand |
Bloom's |
Scope |
Activities |
| Contraction |
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 |
Develop |
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 |
Develop |
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 |
Develop |
Classroom
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Title: Capitalize
The learner will be able to
capitalize a title.
| Strand |
Bloom's |
Scope |
Activities |
| Capitalization: Title |
Knowledge |
Develop |
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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Directions: Follow
The learner will be able to
listen to and follow oral directions.
| Strand |
Bloom's |
Scope |
Activities |
| Directions |
Comprehension |
Master |
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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Questions: Oral Directions
The learner will be able to
formulate questions in response to an oral presentation.
| Strand |
Bloom's |
Scope |
Activities |
| Questions |
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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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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Multimedia: Incorporate/Presentation
The learner will be able to
with teacher assistance incorporate multimedia tools (computers, drawings, videotapes, and dramatizations) into a presentation.
| Strand |
Bloom's |
Scope |
Activities |
| Media Aids: Multimedia |
Application |
Introduce |
Classroom
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Different Sources
The learner will be able to
find information for a variety of purposes using different media.
| Strand |
Bloom's |
Scope |
Activities |
| Advertisement |
Knowledge |
Introduce |
Classroom
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Story Elements: Comprehension
The learner will be able to
demonstrate comprehension by articulating how story elements (characters, setting, problem, resolution, events, and illustrations) relate to each other, comparing and contrasting story elements, formulating questions about story elements, and relating to the challenges of favorite characters.
| Strand |
Bloom's |
Scope |
Activities |
| Story Elements |
Comprehension |
Introduce |
Classroom
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Independence
The learner will be able to
set, monitor, and accomplish quantitative (books per month) and qualitative (fiction, nonfiction) reading goals and demonstrate comprehension.
| Strand |
Bloom's |
Scope |
Activities |
| Abstract Elements |
Evaluation |
Introduce |
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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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 |
Synthesis |
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 |
|
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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Main Idea: Short Passage
The learner will be able to
identify the main idea of a selection.
| Strand |
Bloom's |
Scope |
Activities |
| Main Idea |
Application |
Introduce |
Classroom
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Draw Conclusion: Short Passage
The learner will be able to
draw conclusions in a reading passage.
| Strand |
Bloom's |
Scope |
Activities |
| Draw Conclusion |
Evaluation |
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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Summary: Passage
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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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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Inference: Passage
The learner will be able to
make inferences from a reading passage.
| Strand |
Bloom's |
Scope |
Activities |
| Inference |
Analysis |
Introduce |
Classroom
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Classification: Prior Knowledge
The learner will be able to
classify objects and events according to prior knowledge.
| Strand |
Bloom's |
Scope |
Activities |
| Classification |
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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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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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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Trait: Identify/Short Passage
The learner will be able to
identify character traits from a passage.
| Strand |
Bloom's |
Scope |
Activities |
| Character: Trait |
Comprehension |
Introduce |
Classroom
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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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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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Text Purpose: Identify
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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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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Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Bloom's |
Scope |
Activities |
| Fact/Opinion |
Comprehension |
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 |
Application |
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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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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Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Bloom's |
Scope |
Activities |
| Detail |
Knowledge |
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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Support: Interpretation
The learner will be able to
use textual information to provide support for his/her own interpretations of the text.
| Strand |
Bloom's |
Scope |
Activities |
| Support |
Application |
Introduce |
Classroom
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Strategy
The learner will be able to
will be able to engage in before, during and after reading activities to establish a purpose for reading; survey materials; ask questions; make predictions; connect, clarify, and extend ideas.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Strategies |
Evaluation |
Introduce |
Classroom
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Directions: Written
The learner will be able to
understand and follow written instructions/directions.
| Strand |
Bloom's |
Scope |
Activities |
| Directions |
Comprehension |
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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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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Point of View: Identify
The learner will be able to
identify the point of view from which a passage was written.
| Strand |
Bloom's |
Scope |
Activities |
| Point of View |
Analysis |
Master |
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 |
Master |
Classroom
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Strategies: Interpreting
The learner will be able to
apply reading strategies (monitoring own reading, rereading, self-questioning, skimming, responding in writing, summarizing, listing events in sequential order, separating causes/effects and facts/opinions) to interpret literature.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Strategies |
Application |
Master |
Classroom
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Strategies/Techniques: Oral Presentation
The learner will be able to
deliver an oral report, tell a legend, folktale, story, or fable, give a mock news broadcast or a report, participate in an interview, dramatize an event, or read a poem before a group utilizing rich language, speech intonations, timing, gestures, eye contact, voice modulation, and precise pronunciation to emphasize key points and to communicate a message effectively.
| Strand |
Bloom's |
Scope |
Activities |
| Communication Strategies/Techniques |
Application |
Introduce |
Classroom
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Group: Questions/Formulate
The learner will be able to
use speech as a way to think out loud, formulate questions, and solve problems.
| Strand |
Bloom's |
Scope |
Activities |
| Group Communication |
Synthesis |
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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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 |
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