© 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 3 |
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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 |
Master |
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 |
Master |
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 |
Master |
Classroom
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Themes
The learner will be able to
identify and explain themes that have been explored in literature from different societies and eras.
| Strand |
Bloom's |
Scope |
Activities |
| World Literature: Theme |
Application |
Introduce |
Classroom
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Literature:Connect
The learner will be able to
relate literary works and their characters, settings and plots to current and historical events, people and perspectives.
| Strand |
Bloom's |
Scope |
Activities |
| Literature |
Application |
Introduce |
Classroom
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Point of View: Determine
The learner will be able to
determine the author's viewpoint and purpose.
| Strand |
Bloom's |
Scope |
Activities |
| Author: Point of View |
Analysis |
Introduce |
Classroom
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Multicultural Literature: Compare
The learner will be able to
compare and contrast literary themes from various cultures and eras.
| Strand |
Bloom's |
Scope |
Activities |
| Multicultural Literature |
Analysis |
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 |
Master |
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 |
Master |
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 |
Master |
Classroom
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Adverb: Choose Word/Phrase
The learner will be able to
choose the word or phrase with the correct adjectives and adverbs (including positive, comparative, and superlative forms) that best completes the sentence.
| Strand |
Bloom's |
Scope |
Activities |
| Adverb |
Comprehension |
Introduce |
Classroom
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Sentence Structure: Variety/Cohesion
The learner will be able to
use a variety of sentence structures to create cohesion in written works.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure |
Application |
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 |
Master |
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 |
Master |
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 |
Master |
Classroom
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Sentence Combining
The learner will be able to
combine a series of simple sentences into one correct sentence by adding a phrase or clause, compound predicates, compound subjects, or cumulative adjectives.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure/Combine Sentences |
Comprehension |
Introduce |
Classroom
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Edit: Context
The learner will be able to
edit a series of sentences for errors such as double negatives, verb forms, subject-verb agreement, redundancies, conciseness, and clarity.
| Strand |
Bloom's |
Scope |
Activities |
| Sentence Structure: Edit |
Application |
Introduce |
Classroom
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Figurative Language
The learner will be able to
define and interpret idioms, similes, and metaphors.
| Strand |
Bloom's |
Scope |
Activities |
| Idiom |
Application |
Master |
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 |
Master |
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 |
Master |
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 |
Master |
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 |
Master |
Classroom
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Paragraph: Indent
The learner will be able to
indent a paragraph.
| Strand |
Bloom's |
Scope |
Activities |
| Paragraph Structure |
Comprehension |
Master |
Classroom
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Capitalization: Rules
The learner will be able to
capitalize the beginning of a sentence, the word "I", proper adjectives, proper nouns, initials, titles, the first word in a direct quote, and salutation and closing of a letter.
| Strand |
Bloom's |
Scope |
Activities |
| Capitalization: Conventions |
Knowledge |
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 |
Master |
Classroom
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Comma: Series/Items/Identify
The learner will be able to
identify the correct use of a comma with items in a series,city and state, dates,salutation and closing in a letter.
| Strand |
Bloom's |
Scope |
Activities |
| Comma |
Comprehension |
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 |
Master |
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: Use
The learner will be able to
use contractions to construct clear and meaningful sentences.
| Strand |
Bloom's |
Scope |
Activities |
| Contraction |
Application |
Master |
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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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 |
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 |
Master |
Classroom
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Discussion: Group/Respond
The learner will be able to
respond to others and demonstrate comprehension by paraphrasing the comments of others, asking poignant questions, summarizing,and interpreting an oral presentation.
| Strand |
Bloom's |
Scope |
Activities |
| Discussion |
Analysis |
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 |
Master |
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 |
Master |
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 |
Master |
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 |
Master |
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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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 |
Master |
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 |
Evaluation |
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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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 |
Master |
Classroom
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Main Idea: Explicit/Implicit
The learner will be able to
focus on explicit and implicit main ideas in order to gain an accurate understanding of reading materials.
| Strand |
Bloom's |
Scope |
Activities |
| Main Idea |
Comprehension |
Master |
Classroom
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Strategies: Improve Fluency
The learner will be able to
apply reading strategies to improve fluency.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Strategies |
Application |
Master |
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 |
Master |
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 |
Master |
Classroom
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Draw Conclusion: Implicit Information
The learner will be able to
draw a conclusion from information found in a reading passage.
| Strand |
Bloom's |
Scope |
Activities |
| Draw Conclusion |
Analysis |
Master |
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 |
Master |
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 |
Master |
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 |
Master |
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 |
Master |
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 |
Master |
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 |
Master |
Classroom
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Strategies: Apply
The learner will be able to
apply reading strategies to monitor comprehension.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Strategies |
Application |
Master |
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 |
Master |
Classroom
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Fluency: Correct Mistakes
The learner will be able to
recognize and correct his/her own reading mistakes in silent and oral reading.
| Strand |
Bloom's |
Scope |
Activities |
| Emergent Reading |
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 |
Master |
Classroom
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Strategy:infer Feelings
The learner will be able to
infer character feeling and motive from a short passage.
| Strand |
Bloom's |
Scope |
Activities |
| Character: Feelings |
Comprehension |
Master |
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 |
Master |
Classroom
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Structure: Identify/Nonfiction
The learner will be able to
identify the structure of nonfictional material to improve comprehension.
| Strand |
Bloom's |
Scope |
Activities |
| Structure |
Knowledge |
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 |
Master |
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 |
Master |
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 |
Master |
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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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 |
Analysis |
Master |
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 |
Master |
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 |
Master |
Classroom
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Response: Activities
The learner will be able to
engage in self-initiated active reading activities such as prewriting on topics (lists, webbing, illustrations, graphs, clusters), maintaining reading response logs, discussing reading materials with peers, and forming questions about reading materials during which the student is able to recall key elements of reading materials, summarize, paraphrase main ideas, and make generalizations.
| Strand |
Bloom's |
Scope |
Activities |
| Reading Responses: Composing |
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 |
Master |
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 |
Master |
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 |
Master |
Classroom
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