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Robein School District 85 |
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CURRICULUM GUIDE |
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Language Arts - Grade 1 |
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Goal 1: Reading/Comprehension
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Standard 1.A
The learner will be able to
apply word analysis and vocabulary skills to comprehend selections.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 1A |
Classroom
Home
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Decoding: Strategies/Recognize
The learner will be able to
identify and use appropriate strategies for decoding (e.g., illustrations, phonics, word patterns, context clues) to recognize unknown words when reading material.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL Performance Descriptors: 1A, Stage A. EPACC modified. |
Classroom
Home
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Emergent Reading: Phonemic Awareness
The learner will be able to
demonstrate phonemic awareness (e.g., counting syllables, hearing rhyme, alliteration, onset and rime) of sounds in words.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL Performance Descriptors: 1A, Stage A |
Classroom
Home
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Unfamiliar Words: Strategies/Meanings
The learner will be able to
identify a variety of resources (e.g., age-appropriate dictionaries, pictures, illustrations, photos, ask others, context, previous experience) to determine and clarify meanings of unfamiliar words.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Master |
IL Performance Descriptors: 1A, Stage A. EPACC modified. |
Classroom
Home
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Decode: Phonemic Awareness/segmenting
The learner will be able to
demonstrate phonemic awareness by blending or segmenting phonemes in a one-syllable word.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Comprehension |
Master |
IL Performance Descriptors: 1A, Stage A |
Classroom
Home
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Word: High Frequency/Recognize 100
The learner will be able to
recognize 100 high frequency words, including environmental print.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Master |
IL Performance Descriptors: 1A, Stage A |
Classroom
Home
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Emergent Reader: Miscues/Self-Correct
The learner will be able to
demonstrate self-correcting strategies.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Comprehension |
Master |
IL Performance Descriptors: 1A, Stage A. EPACC modified. |
Classroom
Home
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Emergent Reading: Letter/Sound/High-Freq
The learner will be able to
use knowledge of letter-sound correspondences and high frequency words to orally read age-appropriate material.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL Performance Descriptors: 1A, Stage A |
Classroom
Home
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Match: Two Words/Same
The learner will be able to
match two words with the same initial and final sound.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
Foundations of Learning, January 1999, Grade 1. EPACC modified. |
Classroom
Home
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Compound Word: Orally Read
The learner will be able to
identify an orally read compound word.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
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Word: Matching Same/Auditory
The learner will be able to
determine whether two orally read words are the same or different.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Analysis |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
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Sentence Completion: Orally Read
The learner will be able to
identify the vocabulary word that best completes a given sentence as read aloud by the teacher.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
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Matching: Definition with Word
The learner will be able to
identify a word where either the definition or a phrase describing the word is read aloud.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
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Matching: Category
The learner will be able to
identify the vocabulary word that doesn't belong in a given list.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
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Sentence Completion: Inferring/Picture
The learner will be able to
identify the word that best completes a sentence by making inferences from a given picture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
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Sentence Completion: Sequence/Picture
The learner will be able to
identify the word that best completes a sentence, sequences events, or classify objects in a given picture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1. EPACC modified. |
Classroom
Home
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Sentence Completion: Describing/Picture
The learner will be able to
identify the word that best completes a sentence which describes a given picture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
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Emergent Reading: Letter/Sound
The learner will be able to
use letter-sound relationships to understand text.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
Applications of Learning, January 1999, Grade 1 |
Classroom
Home
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Emergent Reading: Pattern Text
The learner will be able to
use emergent reading skills to make progress in reading patterned text.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
Applications of Learning, January 1999, Grade 1 |
Classroom
Home
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Standard 1.B
The learner will be able to
apply reading strategies to improve understanding and fluency.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Application |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 1B |
Classroom
Home
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Prior Knowledge: Prediction/Before
The learner will be able to
make predictions before reading and then relate to past experiences (e.g., illustrations, title).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Comprehension |
Master |
IL Performance Descriptors: 1B, Stage A. EPACC modified. |
Classroom
Home
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Develop: Technology/Familiarity
The learner will be able to
develop familiarity with available technology (e.g., computers, software, copiers).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Synthesis |
Master |
IL Performance Descriptors: 1B, Stage A |
Classroom
Home
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Read Orally: Age Appropriate
The learner will be able to
read age-appropriate material using accuracy, rhythm, volume, and flow which sounds like everyday speech.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Knowledge |
Master |
IL Performance Descriptors: 1B, Stage A. EPACC modified. |
Classroom
Home
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Questions: Understanding/Ask
The learner will be able to
ask questions to clarify understanding before, during, and after reading.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Comprehension |
Master |
IL Performance Descriptors: 1B, Stage A |
Classroom
Home
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Retell: Dramatize/Events/Re-enact
The learner will be able to
re-enact or dramatize the contents of stories for retelling.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Application |
Master |
IL Performance Descriptors: 1B, Stage A |
Classroom
Home
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Prior Knowledge: Prediction/Relate
The learner will be able to
discuss prior knowledge of topics before reading.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Analysis |
Master |
IL Performance Descriptors: 1B, Stage A. EPACC modified. |
Classroom
Home
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Strategies: Check for Understanding
The learner will be able to
use illustrations and context clues to check for understanding during reading.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Comprehension |
Master |
IL Performance Descriptors: 1B, Stage A. EPACC modified. |
Classroom
Home
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Prior Knowledge: Elements of Narratives
The learner will be able to
identify and discuss the elements of narratives (e.g., character, setting, plot) during reading.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Analysis |
Master |
IL Performance Descriptors: 1B, Stage A. EPACC modified. |
Classroom
Home
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Prose: Distinguish between poetry
The learner will be able to
distinguish between poetry and prose.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Comprehension |
Master |
IL Performance Descriptors: 1B, Stage A |
Classroom
Home
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Matching: Riddle/Read/Select
The learner will be able to
read a two-sentence riddle and select a picture answering the riddle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Application |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
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Matching: Sentence with Picture
The learner will be able to
identify the appropriate word or sentence describing the action in a given picture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1. EPACC modified. |
Classroom
Home
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Verb Tense: Future/Picture
The learner will be able to
identify the picture showing past, present and future tense as read aloud by the teacher.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1. EPACC modified. |
Classroom
Home
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Noun: Irregular Plural/Picture
The learner will be able to
identify the picture showing an irregular plural read aloud by the teacher.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
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Noun: Singular/Plural/Picture
The learner will be able to
identify the picture showing a designated singular or plural object as read aloud by the teacher.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
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Standard 1.C
The learner will be able to
comprehend a broad range of reading materials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 1C |
Classroom
Home
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Author: Purposes/Recognize
The learner will be able to
begin to recognize the author's purpose.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Knowledge |
Master |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Author: Stories/Compare/Contrast
The learner will be able to
compare two books by the same author.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Analysis |
Master |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Reading Behaviors: Select Books
The learner will be able to
select books appropriate to reading levels or interests.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Analysis |
Master |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Emergent Reading: Questions/Illustration
The learner will be able to
examine illustrations to answer questions about a story.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Application |
Master |
IL Performance Descriptors: 1C, Stage A. EPACC modified. |
Classroom
Home
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Events: Predict Outcomes
The learner will be able to
make and justify predictions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Evaluation |
Master |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Questions: Comprehension
The learner will be able to
provide questions to express comprehension through illustrations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Comprehension |
Master |
IL Performance Descriptors: 1C, Stage A. EPACC modified. |
Classroom
Home
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Mental Operations
The learner will be able to
recognize questions used.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Knowledge |
Master |
IL Performance Descriptors: 1C, Stage A. EPACC modified. |
Classroom
Home
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Theme: Compare/Books
The learner will be able to
compare familiar books that have the same theme.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Analysis |
Master |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Motive: Identify
The learner will be able to
identify the motives of characters in a story.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Knowledge |
Master |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Illustrations: Recognize/Context Clues
The learner will be able to
recognize context clues in illustrations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Knowledge |
Master |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Story: Retell/Beginning/Middle/End
The learner will be able to
retell a story (i.e., beginning, middle, and end).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Comprehension |
Master |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Predict Questions: Confirm/Information
The learner will be able to
predict questions that characters in stories might ask and confirm them.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Analysis |
Master |
IL Performance Descriptors: 1C, Stage A. EPACC modified. |
Classroom
Home
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Genre: Supply/Info/Fiction/Nonfiction
The learner will be able to
supply information about fiction and nonfiction materials in age-appropriate illustrations and charts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Application |
Master |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Informational Text: Acquire/Use
The learner will be able to
use text provided in functional classroom messages (e.g., labels, signs, instructions) to get information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Goal 2: Reading/Literature
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Standard 2.A
The learner will be able to
understand how literary elements and techniques are used to convey meaning.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 2A |
Classroom
Home
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Story: Tell/Beginning/Middle/End
The learner will be able to
tell a story with a beginning, a middle, and an end.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Knowledge |
Master |
IL Performance Descriptors: 2A, Stage A |
Classroom
Home
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Real/Make Believe: Distinguish
The learner will be able to
distinguish between "real" and "make believe".
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Comprehension |
Master |
IL Performance Descriptors: 2A, Stage A |
Classroom
Home
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Patterns: Imitate/Rhythm/Rhyme
The learner will be able to
imitate rhythm/rhyme patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Knowledge |
Master |
IL Performance Descriptors: 2A, Stage A |
Classroom
Home
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Standard 2.B
The learner will be able to
read and interpret a variety of literary works.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 2B |
Classroom
Home
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Expression: Evaluative
The learner will be able to
produce simple evaluative expressions about the text ("I like the story because...").
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Synthesis |
Master |
IL Performance Descriptors: 2B, Stage A |
Classroom
Home
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Retell: Re-enact/Story
The learner will be able to
perform stories, songs, poems, plays, and other literary works.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Comprehension |
Master |
IL Performance Descriptors: 2B, Stage A. EPACC modified. |
Classroom
Home
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Interpretation: Reasonable/Book
The learner will be able to
summarize a story.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Comprehension |
Master |
IL Performance Descriptors: 2B, Stage A. EPACC modified. |
Classroom
Home
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Critical Viewing: Variety/Cultures
The learner will be able to
compare self-selected/teacher selected literature (e.g., picture books, nursery rhymes, fairy tales, poems, legends) from a variety of cultures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Analysis |
Master |
IL Performance Descriptors: 2B, Stage A. EPACC modified. |
Classroom
Home
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Standard 3.A
The learner will be able to
use grade appropriate correct grammar, spelling, punctuation, capitalization and structure.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 3A. EPACC modified. |
Classroom
Home
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Emergent Writing: Write/2-3 Words
The learner will be able to
write simple 2-3 word sentences (e.g., subject-verb/subject-verb-complement).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Master |
IL Performance Descriptors: 3A, Stage A |
Classroom
Home
|
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Phonetic Clues: Developmental/Spelling
The learner will be able to
use phonemic clues, phonetic/developmental spellings to construct words.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Master |
IL Performance Descriptors: 3A, Stage A |
Classroom
Home
|
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Emergent Spelling: One Syllable Word
The learner will be able to
spell one syllable words correctly.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Comprehension |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
|
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Emergent Spelling: Context/Nouns/Verbs
The learner will be able to
identify the correct spelling of commonly used nouns and verbs when context is given orally.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Knowledge |
Master |
Foundations of Learning, January 1999, Grade 1. EPACC modified. |
Classroom
Home
|
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Standard 3.B
The learner will be able to
compose writing for specific purposes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Synthesis |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 3B. EPACC modified. |
Classroom
Home
|
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Prewriting: Strategies/Organize Ideas
The learner will be able to
use age-appropriate prewriting strategies (e.g., drawing, brainstorming, graphic organizers) to generate and organize ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Application |
Master |
IL Performance Descriptors: 3B, Stage A |
Classroom
Home
|
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Focus: Story/Tell/Approaches
The learner will be able to
tell a focused story using various approaches (e.g., pictures, scribbles, letter approximations, connected oral account).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Application |
Master |
IL Performance Descriptors: 3B, Stage A |
Classroom
Home
|
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Strategies: Use/Details
The learner will be able to
use details to communicate a story through pictures or letter approximations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Application |
Master |
IL Performance Descriptors: 3B, Stage A. EPACC modified. |
Classroom
Home
|
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Revise: Writings
The learner will be able to
revise their own writings.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Synthesis |
Master |
IL Performance Descriptors: 3B, Stage A. EPACC modified. |
Classroom
Home
|
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Response: Questions/Characters/Events
The learner will be able to
respond accurately to questions about the character(s) and event(s) in the picture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Knowledge |
Master |
IL Performance Descriptors: 3B, Stage A |
Classroom
Home
|
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Sentence Structure: Text/Write
The learner will be able to
attempt to write text that is related to the picture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Knowledge |
Master |
IL Performance Descriptors: 3B, Stage A |
Classroom
Home
|
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Sentence: Write/Guidance
The learner will be able to
write a complete sentence with teacher guidance.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Application |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
|
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Emergent Writing: Topic/Familiar Words
The learner will be able to
use familiar words when writing on a self-selected topic.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Application |
Master |
Foundations of Learning, January 1999, Grade 1 |
Classroom
Home
|
|
Standard 3.C
The learner will be able to
communicate ideas in writing.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.C |
Application |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 3C. EPACC modified. |
Classroom
Home
|
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Narrative: Writing Process/Basic
The learner will be able to
learn basic components of the writing process (e.g., prewriting, drafting, publishing) to develop basic narratives.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.C |
Application |
Master |
IL Performance Descriptors: 3C, Stage A. EPACC modified. |
Classroom
Home
|
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Technological Tools: Computers
The learner will be able to
create a basic publication using available resources (e.g., pictures, colors, computer, copier).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.C |
Synthesis |
Master |
IL Performance Descriptors: 3C, Stage A |
Classroom
Home
|
|
Response: Writing/Song/Poetry/Fiction
The learner will be able to
experiment with different forms of creative writing (e.g., song, poetry, short fiction).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.C |
Synthesis |
Master |
IL Performance Descriptors: 3C, Stage A |
Classroom
Home
|
|
|
Goal 4: Listening/Speaking
|
|
|
Standard 4.A
The learner will be able to
listen effectively in formal and informal situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 4A |
Classroom
Home
|
|
Audience: Speaker/Role
The learner will be able to
maintain requested position and attend to speaker.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Knowledge |
Master |
IL Performance Descriptors: 4A, Stage A. EPACC modified. |
Classroom
Home
|
|
Body Language: Message/Understood
The learner will be able to
demonstrate through body language, art, gestures, and oral responses that some visual and auditory messages are being understood.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Application |
Master |
IL Performance Descriptors: 4A, Stage A |
Classroom
Home
|
|
Sounds: Recognize Common Sounds
The learner will be able to
recognize common sounds (e.g., honk, bark, siren, whistle, running water).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Knowledge |
Master |
IL Performance Descriptors: 4A, Stage A |
Classroom
Home
|
|
Letter: Distinguish/Sounds
The learner will be able to
distinguish letter sounds.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Analysis |
Master |
IL Performance Descriptors: 4A, Stage A |
Classroom
Home
|
|
Oral Instructions: Complete/Task
The learner will be able to
complete a 2-step task based on oral instructions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Application |
Master |
IL Performance Descriptors: 4A, Stage A |
Classroom
Home
|
|
Formulate: Response/Statement
The learner will be able to
formulate both a response statement and a question at appropriate times.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Synthesis |
Master |
IL Performance Descriptors: 4A, Stage A |
Classroom
Home
|
|
Auditory Discrimination: Rhyme/Don't Rhy
The learner will be able to
differentiate between words that rhyme and those that do not rhyme.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Analysis |
Master |
IL Performance Descriptors: 4A, Stage A |
Classroom
Home
|
|
Differentiate: Statement/Question
The learner will be able to
differentiate between a statement and a question.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Analysis |
Master |
IL Performance Descriptors: 4A, Stage A |
Classroom
Home
|
|
Questions: Ask/Appropriate
The learner will be able to
ask appropriate questions to clarify basic events in media presentations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Comprehension |
Master |
IL Performance Descriptors: 4A, Stage A |
Classroom
Home
|
|
Genre: Appropriate Response
The learner will be able to
respond politely and appropriately through movements both individually and in unison (e.g., choral answers, gestures, questions, repeating and retelling).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Knowledge |
Master |
IL Performance Descriptors: 4A, Stage A |
Classroom
Home
|
|
Standard 4.B
The learner will be able to
speak effectively using language appropriate to the situation and audience.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 4B |
Classroom
Home
|
|
Language: Rights/Awareness/Speech
The learner will be able to
model awareness of others' desires and rights to talk.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage A. EPACC modified. |
Classroom
Home
|
|
Speaking: Stand/Group
The learner will be able to
demonstrate ability to stand independently and speak to a group.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage A |
Classroom
Home
|
|
Speaking: Presentation Techniques
The learner will be able to
begin to use appropriate presentation techniques (rate, volume, some eye contact with audience).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage A |
Classroom
Home
|
|
Sequence: Appropriate Order
The learner will be able to
present ideas in an appropriate order.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage A |
Classroom
Home
|
|
Behaviors: Demonstrate/Polite
The learner will be able to
demonstrate polite, appropriate behaviors (e.g., avoid interrupting others, causing distractions, calling attention to self).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage A |
Classroom
Home
|
|
Spatial Relationships: Awareness
The learner will be able to
model awareness of personal space and spatial relationships (e.g., Where am I? Where are you? How far apart are we?).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage A. EPACC modified. |
Classroom
Home
|
|
Topic: Focus/Information
The learner will be able to
focus and present appropriate information on a single topic.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage A |
Classroom
Home
|
|
Conventions: Spoken English/Rules
The learner will be able to
use appropriate rules governing spoken English.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage A |
Classroom
Home
|
|
Awareness: Speaker/Audience
The learner will be able to
model awareness of speaker-audience relationship.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage A. EPACC modified. |
Classroom
Home
|
|
|
Goal 5: Communication/Lang. Arts
|
|
|
Standard 5.A
The learner will be able to
locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Application |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 5A |
Classroom
Home
|
|
Research Skills: Information/Sort
The learner will be able to
state and sort necessary information for a discussion.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Analysis |
Master |
IL Performance Descriptors: 5A, Stage A |
Classroom
Home
|
|
Information: Questions/Experiences
The learner will be able to
generate questions gained from experiences (e.g., field trip, visitors, stories, discussions) to gather information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Synthesis |
Master |
IL Performance Descriptors: 5A, Stage A |
Classroom
Home
|
|
Information: Aids/Use/Locate
The learner will be able to
use aids (e.g., KWL, webs, graphic organizers, available technology) to locate generated information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Application |
Master |
IL Performance Descriptors: 5A, Stage A |
Classroom
Home
|
|
Strategies: Brainstorm/Gather/Info
The learner will be able to
begin to brainstorm to generate questions to gather information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Application |
Master |
IL Performance Descriptors: 5A, Stage A |
Classroom
Home
|
|
Prior Knowledge: Topic/Discuss
The learner will be able to
discuss prior knowledge of topic.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Comprehension |
Master |
IL Performance Descriptors: 5A, Stage A |
Classroom
Home
|
|
Questions: Answers/Provide
The learner will be able to
provide answers to questions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Comprehension |
Master |
IL Performance Descriptors: 5A, Stage A |
Classroom
Home
|
|
Standard 5.B
The learner will be able to
analyze and evaluate information acquired from various sources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.B |
Evaluation |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 5B |
Classroom
Home
|
|
Detail: Relevant/Irrelevant/Distinguish
The learner will be able to
distinguish between relevant and irrelevant information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Analysis |
Master |
IL Performance Descriptors: 5B, Stage A |
Classroom
Home
|
|
Questions: Formulate/Oral/Discussion
The learner will be able to
create questions to define ideas through oral discussion.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Synthesis |
Master |
IL Performance Descriptors: 5B, Stage A. EPACC modified. |
Classroom
Home
|
|
Standard 5.C
The learner will be able to
apply acquired information, concepts and ideas to communicate in a variety of formats.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Application |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 5C |
Classroom
Home
|
|
Focus: Maintain/Topic
The learner will be able to
maintain focus - stay on topic.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Knowledge |
Master |
IL Performance Descriptors: 5C, Stage A |
Classroom
Home
|
|
Topic: Utilize/Books/Stories
The learner will be able to
access and use books and stories to learn something new about a topic.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Application |
Master |
IL Performance Descriptors: 5C, Stage A |
Classroom
Home
|
|
Story Elements: Life/Experiences
The learner will be able to
use life experiences as sources of information for written reports, letters, and stories.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Application |
Master |
IL Performance Descriptors: 5C, Stage A |
Classroom
Home
|
|
Information: Gather/Organize/Share
The learner will be able to
gather, organize, and share information about a topic.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Application |
Master |
IL Performance Descriptors: 5C, Stage A |
Classroom
Home
|
|
Research Skills: Retell/Information
The learner will be able to
explain information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Analysis |
Master |
IL Performance Descriptors: 5C, Stage A. EPACC modified. |
Classroom
Home
|
|
Strategies: Information/Acquire
The learner will be able to
create ideas by drawing, telling, using graphic aids, and/or developmental writing based on acquired information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Synthesis |
Master |
IL Performance Descriptors: 5C, Stage A. EPACC modified. |
Classroom
Home
|
|
Emergent Reading: Explain/Information
The learner will be able to
explain information from a drawing, graphic aid, or developmental writing.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Analysis |
Master |
IL Performance Descriptors: 5C, Stage A |
Classroom
Home
|
|
|
