|
|
|
Robein School District 85 |
|
CURRICULUM GUIDE |
|
Language Arts - Grade 3 |
|
|
|
Goal 1: Reading/Comprehension
|
|
|
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
|
|
Strategies: Self-Correct/Decoding
The learner will be able to
apply decoding and comprehension strategies to self-correct miscues that interfere with meaning.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL Performance Descriptors: 1A, Stage C |
Classroom
Home
|
|
Decoding: Strategies/Recognize/New Word
The learner will be able to
use a variety of decoding strategies (e.g., phonics, word patterns, structural analysis, context clues) to recognize new words when reading age-appropriate material.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL Performance Descriptors: 1A, Stage C |
Classroom
Home
|
|
Decoding: Word Analysis/Use
The learner will be able to
use word analysis (root words, inflections, affixes) to identify words.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL Performance Descriptors: 1A, Stage C |
Classroom
Home
|
|
Sources: Variety/ Utilize/Information
The learner will be able to
use a variety of resources (e.g., dictionaries, thesauruses, indices, glossaries, internet, interviews, available technology) to clarify meanings of unfamiliar words.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL Performance Descriptors: 1A, Stage C |
Classroom
Home
|
|
Discuss Meaning: New Words
The learner will be able to
discuss the meanings of new words encountered in independent and group activities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Comprehension |
Master |
IL Performance Descriptors: 1A, Stage C |
Classroom
Home
|
|
Strategies: Synonyms/Antonyms
The learner will be able to
use common synonyms and antonyms to understand the meaning of a new word.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL Performance Descriptors: 1A, Stage C |
Classroom
Home
|
|
Construct Meaning: Word/Context
The learner will be able to
use context and previous experience to determine the meanings of unfamiliar words in text.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.A |
Application |
Master |
IL Performance Descriptors: 1A, Stage C |
Classroom
Home
|
|
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
|
|
Strategies: Use/Variety/Prior Knowledge
The learner will be able to
use a variety of strategies (e.g., K-W-L, anticipation guide, graphic organizer, Directed Reading-Thinking Activity) to connect important ideas in text to prior knowledge and other reading.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Analysis |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Events: Predict/Before/After
The learner will be able to
make predictions about text events before and during reading and confirm, modify, or reject predictions after reading.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Analysis |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Fact/Opinion: Differentiate
The learner will be able to
differentiate between fact and opinion.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Analysis |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Application: Focus/Demonstrate
The learner will be able to
demonstrate an accurate understanding of information in the text by focusing on the key ideas presented explicitly or implicitly and linking them to previous experience and knowledge.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Application |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Figurative Language: Interpret/Age
The learner will be able to
interpret age-appropriate figurative language.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Comprehension |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Genres: Fiction/Non-fiction
The learner will be able to
identify genres of fiction and non-fiction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Knowledge |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Retell: Information/Text
The learner will be able to
retell information from a text.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Comprehension |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Strategies: Check/Clarify/Context Clues
The learner will be able to
continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues) during reading.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Application |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Genres: Identify/Poetry
The learner will be able to
identify genres of poetry.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Knowledge |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Strategies: Read/Aloud/Fluency/Accuracy
The learner will be able to
read age-appropriate material aloud with fluency and accuracy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Knowledge |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Technology: Use/Available
The learner will be able to
use available technology (e.g., interactive web sites, software, electronic mail).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Application |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Questions: Ask/Clarify/Understanding
The learner will be able to
ask questions to clarify understanding.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Comprehension |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
Purposes: Read/Identify/Before/During
The learner will be able to
identify purposes for reading before and during reading.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.B |
Knowledge |
Master |
IL Performance Descriptors: 1B, Stage C |
Classroom
Home
|
|
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
|
|
Interpretation: Identify/Themes/Topics
The learner will be able to
identify important themes and topics by using relevant and accurate references to provide a valid interpretation of text (background knowledge).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Evaluation |
Master |
IL Performance Descriptors: 1C, Stage C. EPACC modified. |
Classroom
Home
|
|
Strategies: Predictions/Evidence/Verify
The learner will be able to
use evidence in text to form questions and verify predictions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Application |
Master |
IL Performance Descriptors: 1C, Stage C |
Classroom
Home
|
|
Author: Identify/Message/Conveys/Text
The learner will be able to
identify the message the author conveys in the text.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Comprehension |
Master |
IL Performance Descriptors: 1C, Stage C |
Classroom
Home
|
|
Strategies: Use Information/Details
The learner will be able to
use information to generate and respond to questions that reflect higher level thinking skills (e.g., analyzing, synthesizing, inferring, evaluation).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Synthesis |
Master |
IL Performance Descriptors: 1C, Stage C |
Classroom
Home
|
|
Strategies: Interpret/Make Connections
The learner will be able to
interpret concepts or make connections through analysis, evaluation, inference, and/or comparison.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Evaluation |
Master |
IL Performance Descriptors: 1C, Stage C |
Classroom
Home
|
|
Strategies: Structure/Text/Interact
The learner will be able to
use text structure (e.g., sequential order, chronological order, problem/solution) to determine most important information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Analysis |
Master |
IL Performance Descriptors: 1C, Stage C |
Classroom
Home
|
|
Expression: Author/Illustrator/Ideas
The learner will be able to
explain how major children's authors and illustrators express their ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Analysis |
Master |
IL Performance Descriptors: 1C, Stage C |
Classroom
Home
|
|
Graphical Format: Information/Use
The learner will be able to
use information from simple tables, maps, and charts to increase comprehension of a variety of age-appropriate materials, both fiction and nonfiction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 1.C |
Application |
Master |
IL Performance Descriptors: 1C, Stage C |
Classroom
Home
|
|
|
Goal 2: Reading/Literature
|
|
|
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 |
Comprehension |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 2A |
Classroom
Home
|
|
Genre: Distinguish/Fiction/Nonfiction
The learner will be able to
name several characteristics that distinguish fiction from nonfiction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Knowledge |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
Genres: Classify/Types of Fiction
The learner will be able to
classify major types of fiction (e.g., tall tale, fairy tale, fable).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Analysis |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
Expository: Classify Types of
The learner will be able to
classify types of expository text structures (e.g., description, sequence, comparison, cause/effect, problem/solution).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Knowledge |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
Prose: Recognize/Characteristic of
The learner will be able to
recognize that prose is written in sentences and organized in paragraphs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Knowledge |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
Poetry: Recognize/Unrhymed/Rhymed
The learner will be able to
recognize both rhymed and unrhymed poetry.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Knowledge |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
Setting: Identify/Affects Story
The learner will be able to
identify the setting and tell how it affects the story.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Knowledge |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
Story Elements: Plot/Retell/Story
The learner will be able to
identify the elements of plot by retelling the story (i.e., problem, attempts to solve problem, or resolution of problem).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Comprehension |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
Theme: Identify/Story/Books
The learner will be able to
identify the theme (e.g., friendship, cooperation, sharing, change, exploration) in selected stories and books.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Knowledge |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
Genre: Classify/Nonfiction
The learner will be able to
classify major types of nonfiction (e.g., essay, biography, autobiography).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Application |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
Identify/Compare: Characters' Attributes
The learner will be able to
identify/compare characters' attributes across stories.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Analysis |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
Reading Behaviors: Define/Vocabulary
The learner will be able to
define unfamiliar vocabulary.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Knowledge |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
Poetry: Discover/Devices
The learner will be able to
discover poetic devices (e.g., rhyme, rhythm, alliteration, onomatopoeia, repetition, simile, metaphor).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.A |
Knowledge |
Master |
IL Performance Descriptors: 2A, Stage C |
Classroom
Home
|
|
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
|
|
Fiction/Nonfiction: Apply/Experiences
The learner will be able to
apply events and situations in both fiction and nonfiction to personal experiences.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Application |
Master |
IL Performance Descriptors: 2B, Stage C |
Classroom
Home
|
|
Literature: Investigate/Time/Genres
The learner will be able to
investigate literature from a variety of time periods/cultures/genres.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Analysis |
Master |
IL Performance Descriptors: 2B, Stage C |
Classroom
Home
|
|
Author: Compare Works
The learner will be able to
compare works by an author (example: Steven Kellogg books).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Analysis |
Master |
IL Performance Descriptors: 2B, Stage C. EPACC modified. |
Classroom
Home
|
|
Theme: Discuss/Works/Common
The learner will be able to
discuss works that have a common theme.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Analysis |
Master |
IL Performance Descriptors: 2B, Stage C |
Classroom
Home
|
|
Strategies: Re-enact/Role Play/Retell
The learner will be able to
re-enact/role play/retell (e.g., stories, songs, poems, plays).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 2.B |
Comprehension |
Master |
IL Performance Descriptors: 2B, Stage C |
Classroom
Home
|
|
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 |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 3A |
Classroom
Home
|
|
Word: Letter-Sound Relationship/Spell
The learner will be able to
use knowledge of letter-sound relationships to spell unfamiliar words.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Master |
IL Performance Descriptors: 3A, Stage C |
Classroom
Home
|
|
End Marks: Commas/Quotation/Periods
The learner will be able to
use end marks, commas, and quotation marks.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Master |
IL Performance Descriptors: 3A, Stage C |
Classroom
Home
|
|
Punctuation: Use Appropriate
The learner will be able to
use appropriate punctuation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Master |
IL Performance Descriptors: 3A, Stage C |
Classroom
Home
|
|
Spelling: High Frequency/Use
The learner will be able to
use correct spelling of high frequency words.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Master |
IL Performance Descriptors: 3A, Stage C |
Classroom
Home
|
|
Subject-Verb Agreement: Use Correctly
The learner will be able to
demonstrate subject-verb agreement.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Master |
IL Performance Descriptors: 3A, Stage C |
Classroom
Home
|
|
Sentence Structure: Complete Sentences
The learner will be able to
construct complete sentences.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Synthesis |
Master |
IL Performance Descriptors: 3A, Stage C |
Classroom
Home
|
|
Parts of Speech: Correctly/Use
The learner will be able to
demonstrate appropriate use of the various parts of speech (e.g., nouns, pronouns, verbs).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Master |
IL Performance Descriptors: 3A, Stage C |
Classroom
Home
|
|
Conventions: Capitalization/Use
The learner will be able to
use appropriate capitalization.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Master |
IL Performance Descriptors: 3A, Stage C |
Classroom
Home
|
|
Paragraph: Develop/Proper Form
The learner will be able to
develop a paragraph using proper form (e.g., topic sentence, details, summary/conclusion sentence).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Application |
Master |
IL Performance Descriptors: 3A, Stage C |
Classroom
Home
|
|
Edit: Proofread/Revise
The learner will be able to
proofread and revise one's own work.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.A |
Synthesis |
Master |
IL Performance Descriptors: 3A, Stage C |
Classroom
Home
|
|
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 |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 3B |
Classroom
Home
|
|
Strategies: Prewriting/Use
The learner will be able to
use appropriate prewriting strategies (e.g., drawing, webbing, brainstorming, listing, note taking, graphic organizers) to generate and organize ideas with teacher assistance.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Application |
Master |
IL Performance Descriptors: 3B, Stage C |
Classroom
Home
|
|
Focus: Establish/Maintain
The learner will be able to
establish and maintain a focus.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Knowledge |
Master |
IL Performance Descriptors: 3B, Stage C |
Classroom
Home
|
|
Writing as a Process: Various/Stages
The learner will be able to
use stages of the writing process (e.g., prewriting, drafting, revising, editing, publishing) to develop paragraphs with focus, organization, elaboration, and integration.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Synthesis |
Master |
IL Performance Descriptors: 3B, Stage C |
Classroom
Home
|
|
Emergent Writing: Paragraph/Structure
The learner will be able to
organize around a prompt (e.g., paragraph, essay) appropriate to purpose, audience, and context.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Application |
Master |
IL Performance Descriptors: 3B, Stage C. EPACC modified. |
Classroom
Home
|
|
Support: Elaborate/Ideas
The learner will be able to
elaborate and support ideas (e.g., pictures, facts, details, description, narration).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Evaluation |
Master |
IL Performance Descriptors: 3B, Stage C |
Classroom
Home
|
|
Collaborative Writing: Revise/Edit
The learner will be able to
revise and edit (e.g., conference with self, peer, volunteer, teacher).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.B |
Synthesis |
Master |
IL Performance Descriptors: 3B, Stage C |
Classroom
Home
|
|
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 |
Application |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 3C |
Classroom
Home
|
|
Genre: Expository/Narrative/Persuasive
The learner will be able to
develop a narrative, expository and persuasive piece.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.C |
Synthesis |
Master |
IL Performance Descriptors: 3C, Stage C. EPACC modified. |
Classroom
Home
|
|
Writing: Creative Writing
The learner will be able to
experiment with different forms of creative writing (e.g., song, poetry, short fiction, play).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.C |
Analysis |
Master |
IL Performance Descriptors: 3C, Stage C |
Classroom
Home
|
|
Technology: Use/Available/Written Work
The learner will be able to
use available technology to plan, compose, revise, and edit written work.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 3.C |
Synthesis |
Master |
IL Performance Descriptors: 3C, Stage C |
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
|
|
Media/Auditory: Paraphrase/Summarize
The learner will be able to
paraphrase/summarize information presented in auditorily based media.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Comprehension |
Master |
IL Performance Descriptors: 4A, Stage C |
Classroom
Home
|
|
Media/Auditory: Demonstrate/Understand
The learner will be able to
demonstrate understanding of materials, concepts, or instructions presented in auditorily based media.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Comprehension |
Master |
IL Performance Descriptors: 4A, Stage C |
Classroom
Home
|
|
Informational: Variety/Distinguish Among
The learner will be able to
distinguish among different kinds of information (e.g., fact, opinion, detail, main idea, fantasy, reality).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Analysis |
Master |
IL Performance Descriptors: 4A, Stage C |
Classroom
Home
|
|
Critical Listening: Speakers/Focus
The learner will be able to
attend to the speaker and focus attention on what is being said.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Application |
Master |
IL Performance Descriptors: 4A, Stage C |
Classroom
Home
|
|
Purposes: Listen/Demonstrate/Ability
The learner will be able to
demonstrate the ability to listen for different purposes (e.g., information gathering, entertainment, social interaction).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Application |
Master |
IL Performance Descriptors: 4A, Stage C |
Classroom
Home
|
|
Questions: Respond/Appropriate/Manner
The learner will be able to
respond in an appropriate manner to questions and discussion with relevant and focused comments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Application |
Master |
IL Performance Descriptors: 4A, Stage C |
Classroom
Home
|
|
Oral Directions: Multi-Step/Complete
The learner will be able to
complete a task for which two or more steps are given orally.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Application |
Master |
IL Performance Descriptors: 4A, Stage C |
Classroom
Home
|
|
Main Idea: Orally/Separate/Retell
The learner will be able to
separate and retell main ideas from information that is given orally.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Analysis |
Master |
IL Performance Descriptors: 4A, Stage C |
Classroom
Home
|
|
Information: Paraphrase/Summarize
The learner will be able to
begin to paraphrase or summarize the content of both formal and informal presentations or messages (e.g., directions, media, announcements, speakers).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Application |
Master |
IL Performance Descriptors: 4A, Stage C |
Classroom
Home
|
|
Questions: Formulate/Relevant/Questions
The learner will be able to
formulate relevant and focused questions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.A |
Synthesis |
Master |
IL Performance Descriptors: 4A, Stage C |
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
|
|
Audience Characteristics: Demo/Awareness
The learner will be able to
demonstrate awareness of characteristics of an audience (e.g., age, gender, background knowledge, level of interest in topic) and how they affect content and style of presentation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Speech: Appropriate/Grammar/Pacing
The learner will be able to
use appropriate grammar, word choice, and pacing.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Organization: Ideas/Order/Ideas
The learner will be able to
present ideas in a logical order.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Comprehension |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Practices: Prepare/Presentation
The learner will be able to
prepare and practice the presentation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Audience: Listener/Maintain/Interest
The learner will be able to
engage and maintain the interest of the listener.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Language: Spoken/English/Rules
The learner will be able to
use rules governing spoken English.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Techniques: Clear Vocabulary/Tone/Apply
The learner will be able to
apply clear vocabulary to establish tone (feeling/mood of speech).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage C. EPACC modified. |
Classroom
Home
|
|
Strategies: Presentation/Techniques
The learner will be able to
use appropriate presentation techniques (e.g., volume, rate, tone, pitch).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
|
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Discussion: Contribute/Information
The learner will be able to
contribute relevant, appropriate information to discussions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Topic: Select/Appropriate
The learner will be able to
select appropriate topic.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Analysis |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Main Idea: Supporting Details
The learner will be able to
elaborate upon main points with supporting details.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Analysis |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Topic: Focus/Establish/Maintain
The learner will be able to
establish and maintain a focus.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Conventions: Language/Use
The learner will be able to
use language that is clear, audible, and appropriate.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Affective: Demonstrate/Respect/Ideas
The learner will be able to
demonstrate respect for other participants and their ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Application |
Master |
IL Performance Descriptors: 4B, Stage C |
Classroom
Home
|
|
Oral Report: Determine/Purpose
The learner will be able to
determine the purpose of the oral report.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 4.B |
Analysis |
Master |
IL Performance Descriptors: 4B, Stage C |
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
|
|
Collect Information: Relevant/Topic
The learner will be able to
collect information relevant to the topic.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Knowledge |
Master |
IL Performance Descriptors: 5A, Stage C |
Classroom
Home
|
|
Skills: Information/Analyze
The learner will be able to
analyze (e.g., categorize, classify, sort, organize, combine) information for a project.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Analysis |
Master |
IL Performance Descriptors: 5A, Stage C |
Classroom
Home
|
|
Questions: Generate/Interest/KWL
The learner will be able to
generate questions of interest (e.g., using KWL, webs, graphic organizers).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Synthesis |
Master |
IL Performance Descriptors: 5A, Stage C |
Classroom
Home
|
|
Informational/Reference: Locate
The learner will be able to
use an organizational system (e.g., media center, classroom resources, available technology) to locate information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Application |
Master |
IL Performance Descriptors: 5A, Stage C |
Classroom
Home
|
|
Research Skills: Define/Focus
The learner will be able to
define the focus of the research.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Knowledge |
Master |
IL Performance Descriptors: 5A, Stage C |
Classroom
Home
|
|
Sources: Use/Text Aids/Index/Glossary
The learner will be able to
use text aids (e.g., table of contents, glossary, index, alphabetical order) to locate information in a book.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.A |
Application |
Master |
IL Performance Descriptors: 5A, Stage C |
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 |
Master |
IL: Learning Standards, 1997, Early Elementary, Standard 5B |
Classroom
Home
|
|
Organize: Related/Information/Main/Topic
The learner will be able to
organize related information under main topics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.B |
Application |
Master |
IL Performance Descriptors: 5B, Stage C |
Classroom
Home
|
|
Research Skills: List/Resources
The learner will be able to
list title, author, and type of resource (e.g., magazine, book, encyclopedia, website, interviewee) used in research.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.B |
Analysis |
Master |
IL Performance Descriptors: 5B, Stage C |
Classroom
Home
|
|
Confirm: Use/Key Words
The learner will be able to
use key words to identify relevant information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.B |
Application |
Master |
IL Performance Descriptors: 5B, Stage C |
Classroom
Home
|
|
Critical Viewing: Relevant/Irrelevant
The learner will be able to
discriminate between relevant and irrelevant information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.B |
Analysis |
Master |
IL Performance Descriptors: 5B, Stage C |
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
|
|
Information: Organize/Synthesize
The learner will be able to
organize and synthesize information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Synthesis |
Master |
IL Performance Descriptors: 5C, Stage C |
Classroom
Home
|
|
Story Elements: Compose/Format
The learner will be able to
compose information in an appropriate medium/format.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Synthesis |
Master |
IL Performance Descriptors: 5C, Stage C |
Classroom
Home
|
|
Revise: Content
The learner will be able to
begin to revise and edit the work.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Synthesis |
Master |
IL Performance Descriptors: 5C, Stage C |
Classroom
Home
|
|
Strategies: Paraphrase/Summarize
The learner will be able to
paraphrase/summarize information.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Application |
Master |
IL Performance Descriptors: 5C, Stage C |
Classroom
Home
|
|
Research: Access Information/Variety
The learner will be able to
access and use information from a variety of sources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Application |
Master |
IL Performance Descriptors: 5C, Stage C |
Classroom
Home
|
|
Presentation: Information/Forms
The learner will be able to
present information in oral, written, and available technological/multi-media forms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| STANDARD 5.C |
Comprehension |
Master |
IL Performance Descriptors: 5C, Stage C |
Classroom
Home
|
|
|
