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Robein School District 85 |
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CURRICULUM GUIDE |
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Language Arts - Grade K |
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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 |
Introduce |
IL: Learning Standards, 1997, Early Elementary, Standard 1A |
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 |
Introduce |
IL Performance Descriptors: 1A, Stage A |
Classroom
Home
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Decoding: Strategies/Recognize
The learner will be able to
use appropriate strategies of 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 |
Introduce |
IL Performance Descriptors: 1A, Stage A |
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 |
Application |
Introduce |
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 |
Introduce |
IL Performance Descriptors: 1A, Stage A |
Classroom
Home
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Unfamiliar Words: Strategies/Meanings
The learner will be able to
use a variety of resources (e.g., age-appropriate dictionaries, pictures, illustrations, photos, ask others, context, previous experience) to determine unfamiliar words.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Analysis |
Introduce |
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 |
Introduce |
IL Performance Descriptors: 1A, Stage A |
Classroom
Home
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Emergent Reader: Miscues/Self-Correct
The learner will be able to
begin to recognize miscues that interfere with meaning or are inconsistent with visual cues and use fix-up self-correcting strategies.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge, Application |
Introduce |
IL Performance Descriptors: 1A, Stage A |
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 |
Introduce |
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 relate to personal experiences (e.g., illustrations, title).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Comprehension, Evaluation |
Introduce |
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 orally with accuracy, rhythm, volume, and flow that sounds like everyday speech.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Knowledge |
Introduce |
IL Performance Descriptors: 1B, Stage A |
Classroom
Home
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Develop: Technology/Familiarity
The learner will be able to
demonstrate familiarity with available technology (e.g., computers, software, copiers).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Application, Synthesis |
Introduce |
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 |
Introduce |
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 |
Introduce |
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 and relate to the text before reading.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Analysis |
Introduce |
IL Performance Descriptors: 1B, Stage A |
Classroom
Home
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Strategies: Check for Understanding
The learner will be able to
begin to check for understanding (e.g., reread, read ahead, use illustrations and context clues) during reading.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Application |
Introduce |
IL Performance Descriptors: 1B, Stage A |
Classroom
Home
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Prose: Distinguish between poetry
The learner will be able to
distinguish between rhyming poetry and prose.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Analysis |
Introduce |
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
discuss and recognize the elements of narratives (e.g., character, setting, plot) before, during, and after reading.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Analysis |
Introduce |
IL Performance Descriptors: 1B, Stage A. EPACC modified. |
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 |
Introduce |
IL: Learning Standards, 1997, Early Elementary, Standard 1C |
Classroom
Home
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Read Aloud: Mental Operations
The learner will be able to
recognize questions used in oral language/read aloud from text.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Knowledge |
Introduce |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Questions: Comprehension
The learner will be able to
ask questions to seek elaboration of illustrations or portions of text and to monitor comprehension (e.g., ask why a character would do something, ask for clarification of something).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Comprehension |
Introduce |
IL Performance Descriptors: 1C, Stage A |
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 |
Application |
Introduce |
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 |
Introduce |
IL Performance Descriptors: 1C, Stage A |
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 |
Comprehension |
Introduce |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Predicting: Illustrations/Use/Info
The learner will be able to
use information in illustrations or text to make predictions and relate to prior knowledge.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Application |
Introduce |
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 interests.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Analysis |
Introduce |
IL Performance Descriptors: 1C, Stage A. EPACC modified. |
Classroom
Home
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Emergent Reading: Questions/Illustration
The learner will be able to
use illustrations to answer questions about a story.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Application |
Introduce |
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 |
Introduce |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Predict Questions: Confirm/Information
The learner will be able to
predict questions characters in stories might ask and confirm them.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Comprehension |
Introduce |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Author: Purposes/Recognize
The learner will be able to
begin to understand the author's purpose.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Comprehension |
Introduce |
IL Performance Descriptors: 1C, Stage A. EPACC modified. |
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 |
Introduce |
IL Performance Descriptors: 1C, Stage A |
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 |
Introduce |
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 |
Introduce |
IL Performance Descriptors: 1C, Stage A |
Classroom
Home
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Letters: Lower Case
The learner will be able to
identify a lower case letter, presented in isolation, whose name is orally read.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Introduce |
Foundations of Learning, January 1999, Kindergarten |
Classroom
Home
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Letters: Upper Case
The learner will be able to
identify an upper case letter, presented in isolation, whose name is orally read.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Introduce |
Foundations of Learning, January 1999, Kindergarten |
Classroom
Home
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Letters: Isolation
The learner will be able to
identify any written letter in the alphabet presented in isolation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Knowledge |
Introduce |
Foundations of Learning, January 1999, Kindergarten |
Classroom
Home
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Letters: Matching
The learner will be able to
visually associate the same letters (upper and lower case).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Introduce |
Foundations of Learning, January 1999, Kindergarten |
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 |
Introduce |
IL: Learning Standards, 1997, Early Elementary, Standard 2A |
Classroom
Home
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Story: Identify/Character/Setting/Events
The learner will be able to
identify and compare characters, settings, and/or events in stories and/or pictures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Analysis |
Introduce |
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 |
Analysis |
Introduce |
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 |
Application |
Introduce |
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 |
Analysis |
Introduce |
IL: Learning Standards, 1997, Early Elementary, Standard 2B |
Classroom
Home
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Response: Life Skills
The learner will be able to
respond appropriately to texts representing life skills (e.g., classroom labels, school signs, restroom symbols).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Application |
Introduce |
IL Performance Descriptors: 2B, Stage A |
Classroom
Home
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Retell: Re-enact/Story
The learner will be able to
re-enact and retell stories, songs, poems, plays, and other literary works.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Comprehension |
Introduce |
IL Performance Descriptors: 2B, Stage A |
Classroom
Home
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Story: Same/Author/Compare/Books
The learner will be able to
compare two books by the same author.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Analysis |
Introduce |
IL Performance Descriptors: 2B, Stage A |
Classroom
Home
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Language Applications: Connections/Make
The learner will be able to
make simple connections from the story to events or people in their own lives.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Application |
Introduce |
IL Performance Descriptors: 2B, Stage A |
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 |
Evaluation |
Introduce |
IL Performance Descriptors: 2B, Stage A |
Classroom
Home
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Support: Identify/Parts/Text/Information
The learner will be able to
identify specific parts of the text to support a point.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Knowledge |
Introduce |
IL Performance Descriptors: 2B, Stage A |
Classroom
Home
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Topic: Discuss/Different/Books
The learner will be able to
discuss several books on the same topic.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Comprehension |
Introduce |
IL Performance Descriptors: 2B, Stage A |
Classroom
Home
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Critical Viewing: Variety/Cultures
The learner will be able to
explore 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 |
Comprehension |
Introduce |
IL Performance Descriptors: 2B, Stage A. EPACC modified. |
Classroom
Home
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Interpretation: Reasonable/Book
The learner will be able to
present a reasonable interpretation of a book.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Evaluation |
Introduce |
IL Performance Descriptors: 2B, Stage A |
Classroom
Home
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Standard 3.A
The learner will be able to
use correct grammar, spelling, punctuation, capitalization and structure.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Introduce |
IL: Learning Standards, 1997, Early Elementary, Standard 3A |
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 |
Introduce |
IL Performance Descriptors: 3A, Stage A |
Classroom
Home
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Endmark: Use/Question/Period
The learner will be able to
use end marks (e.g., period, question mark).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Introduce |
IL Performance Descriptors: 3A, Stage A |
Classroom
Home
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Capitalization: Beginning Skills
The learner will be able to
use beginning capitalization.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Introduce |
IL Performance Descriptors: 3A, Stage A |
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 |
Introduce |
IL Performance Descriptors: 3A, Stage A |
Classroom
Home
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Standard 3.B
The learner will be able to
compose well-organized and coherent writing for specific purposes and audiences.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Synthesis |
Introduce |
IL: Learning Standards, 1997, Early Elementary, Standard 3B |
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 |
Introduce |
IL Performance Descriptors: 3B, Stage A |
Classroom
Home
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Strategies: Use/Details
The learner will be able to
use details in the telling that relate only to the story in the picture or letter approximations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Application |
Introduce |
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 |
Introduce |
IL Performance Descriptors: 3B, Stage A |
Classroom
Home
|
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Revise: Text/Audience/Publication
The learner will be able to
revise the picture/text for classroom publication or sharing with peers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Synthesis |
Introduce |
IL Performance Descriptors: 3B, Stage A |
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 |
Application |
Introduce |
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 |
Application |
Introduce |
IL Performance Descriptors: 3B, Stage A |
Classroom
Home
|
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Standard 3.C
The learner will be able to
communicate ideas in writing to accomplish a variety of purposes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.C |
Analysis |
Introduce |
IL: Learning Standards, 1997, Early Elementary, Standard 3C |
Classroom
Home
|
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Retell: Focused Story
The learner will be able to
retell a focused story.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.C |
Comprehension |
Introduce |
IL Performance Descriptors: 3C, Stage A |
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 |
Introduce |
IL Performance Descriptors: 3C, Stage A |
Classroom
Home
|
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Narrative: Writing Process/Basic
The learner will be able to
use 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 |
Introduce |
IL Performance Descriptors: 3C, Stage A |
Classroom
Home
|
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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 |
Introduce |
IL Performance Descriptors: 3C, Stage A |
Classroom
Home
|
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Conventions: Left/Right
The learner will be able to
write using correct left to right progression.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Introduce |
Foundations of Learning, January 1999, Kindergarten |
Classroom
Home
|
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Word: First/Last Name
The learner will be able to
write his/her first and last name from memory.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Introduce |
Foundations of Learning, January 1999, Kindergarten |
Classroom
Home
|
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Letters: Memory
The learner will be able to
generate lower and upper case letter symbols from memory.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Introduce |
Applications of Learning, January 1999, Kindergarten |
Classroom
Home
|
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Goal 4: Listening/Speaking
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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 |
Introduce |
IL: Learning Standards, 1997, Early Elementary, Standard 4A |
Classroom
Home
|
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Audience: Speaker/Role
The learner will be able to
assume requested position and attend to speaker.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Knowledge |
Introduce |
IL Performance Descriptors: 4A, Stage A |
Classroom
Home
|
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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 |
Comprehension |
Introduce |
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 |
Introduce |
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 |
Introduce |
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 |
Introduce |
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 |
Introduce |
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 |
Introduce |
IL Performance Descriptors: 4A, Stage A |
Classroom
Home
|
|
Story: Real/Make Believe
The learner will be able to
distinguish between "real" and "make believe" events.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Analysis |
Introduce |
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 |
Introduce |
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 |
Introduce |
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 |
Introduce |
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 |
Introduce |
IL: Learning Standards, 1997, Early Elementary, Standard 4B |
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 |
Introduce |
IL Performance Descriptors: 4B, Stage A |
Classroom
Home
|
|
Language: Rights/Awareness/Speech
The learner will be able to
demonstrate awareness of others' desires and rights to talk.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Introduce |
IL Performance Descriptors: 4B, Stage A |
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 |
Introduce |
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 |
Introduce |
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 |
Introduce |
IL Performance Descriptors: 4B, Stage A |
Classroom
Home
|
|
Spatial Relationships: Awareness
The learner will be able to
demonstrate 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 |
Introduce |
IL Performance Descriptors: 4B, Stage A |
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 |
Introduce |
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 |
Introduce |
IL Performance Descriptors: 4B, Stage A |
Classroom
Home
|
|
Awareness: Speaker/Audience
The learner will be able to
demonstrate awareness of speaker-audience relationship.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Introduce |
IL Performance Descriptors: 4B, Stage A |
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 |
Introduce |
IL: Learning Standards, 1997, Early Elementary, Standard 5A |
Classroom
Home
|
|
Research Skills: Information/Sort
The learner will be able to
state necessary information for a discussion.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Knowledge |
Introduce |
IL Performance Descriptors: 5A, Stage A. EPACC modified. |
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 |
Introduce |
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 |
Introduce |
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 |
Synthesis |
Introduce |
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 |
Introduce |
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 |
Introduce |
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 |
Synthesis |
Introduce |
IL: Learning Standards, 1997, Early Elementary, Standard 5B |
Classroom
Home
|
|
Detail: Relevant/Convey
The learner will be able to
convey relevant information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Comprehension |
Introduce |
IL Performance Descriptors: 5B, Stage A. EPACC modified. |
Classroom
Home
|
|
Questions: Formulate/Oral/Discussion
The learner will be able to
formulate questions to define ideas through oral discussion of determined topic.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Synthesis |
Introduce |
IL Performance Descriptors: 5B, Stage A |
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 |
Introduce |
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 |
Application |
Introduce |
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 |
Introduce |
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 dictated and/or written reports, letters, and stories.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Application |
Introduce |
IL Performance Descriptors: 5C, Stage A. EPACC modified. |
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 |
Introduce |
IL Performance Descriptors: 5C, Stage A |
Classroom
Home
|
|
Research Skills: Retell/Information
The learner will be able to
retell information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Comprehension |
Introduce |
IL Performance Descriptors: 5C, Stage A |
Classroom
Home
|
|
Strategies: Information/Acquire
The learner will be able to
create a message of 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 |
Introduce |
IL Performance Descriptors: 5C, Stage A |
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 |
Comprehension |
Introduce |
IL Performance Descriptors: 5C, Stage A |
Classroom
Home
|
|
|
