|
|
|
Bloomsburg Area School District |
|
Language Arts K-5 12/05/04 |
|
Language Arts - Grade 5 |
|
|
Nonfiction: Reading
The learner will be able to
read a variety of nonfiction.
| Strand |
Scope |
Source |
| Informational Text |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.8, #1.3.5.; F |
|
Author: Evaluate Organization
The learner will be able to
evaluate text organization to determine author effectiveness.
| Strand |
Scope |
Source |
| Author |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Author: Evaluate Content
The learner will be able to
evaluate content to determine author effectiveness.
| Strand |
Scope |
Source |
| Author |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Poetry: Respond
The learner will be able to
read and respond to a poem.
| Strand |
Scope |
Source |
| Poetry |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.8, #1.3.5.; F |
|
Informational
The learner will be able to
read and understand an informational, nonfiction story.
| Strand |
Scope |
Source |
| Informational Text |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Informational: Understand
The learner will be able to
read and understand a variety of informational texts.
| Strand |
Scope |
Source |
| Informational Text |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Fiction
The learner will be able to
read and understand fiction.
| Strand |
Scope |
Source |
| Fiction |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Fiction: Respond
The learner will be able to
read and respond to a variety of fiction.
| Strand |
Scope |
Source |
| Fiction |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.8, #1.3.5.; F |
|
Fiction: Interpret
The learner will be able to
interpret fiction.
| Strand |
Scope |
Source |
| Fiction |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Author Intention: Evaluate Organization
The learner will be able to
evaluate organization to determine author purpose.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Author Intention: Evaluate Content
The learner will be able to
evaluate content to determine author purpose.
| Strand |
Scope |
Source |
| Author: Intentions |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Genre: Variety
The learner will be able to
read a variety of genres.
| Strand |
Scope |
Source |
| Genre |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 4, #1.1.5.; H |
|
Literary/Art Genres: Conventions
The learner will be able to
create a work in a literary genre that follows the conventions of that genre.
| Strand |
Scope |
Source |
| Genre: Literary/Art |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 6, #1.2.5.; C |
|
Drama: Respond
The learner will be able to
read and respond to a variety of drama.
| Strand |
Scope |
Source |
| Drama |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.8, #1.3.5.; F |
|
Drama: Ideas
The learner will be able to
analyze drama as information source, entertainment, persuasion, or transmitter of culture.
| Strand |
Scope |
Source |
| Drama |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.8, #1.3.5, E |
|
Poetry: Sound/Effects
The learner will be able to
identify the effects of sound in poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.7, #1.3.5.; D |
|
Poetry: Form/Structure
The learner will be able to
identify the effects of structure in poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.7, #1.3.5.; D |
|
Poetry: Sound/Respond
The learner will be able to
respond to sound in poetry.
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.7, #1.3.5.; D |
|
Poetry: Form/Structure/Respond
The learner will be able to
respond to the structure in poetry (e.g., alliteration, rhyme, verse form).
| Strand |
Scope |
Source |
| Poetry: Sound/Form |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.7, #1.3.5.; D |
|
Nonfiction: Respond
The learner will be able to
respond to nonfiction materials.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.8, #1.3.5.; F |
|
Nonfiction: Interpret
The learner will be able to
interpret nonfiction.
| Strand |
Scope |
Source |
| Nonfiction |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Literature: Understand
The learner will be able to
understand the works of literature.
| Strand |
Scope |
Source |
| Literature |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.7, #1.3.5.; A |
|
Information/Concept Processing: Identify
The learner will be able to
identify new concepts.
| Strand |
Scope |
Source |
| Information/Ideas: Processing |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5, B |
|
Information/Concept Processing: Define
The learner will be able to
define new words and concepts.
| Strand |
Scope |
Source |
| Information/Ideas: Processing |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5, B |
|
Interjection: Identify/Use
The learner will be able to
identify and use an interjection in a sentence.
| Strand |
Scope |
Source |
| Interjection |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; F |
|
Patterns: Content Area/Recognize
The learner will be able to
identify word meanings that have changed over time (e.g., cool, mouse).
| Strand |
Scope |
Source |
| Language Patterns |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.16, #1.7.5.; C |
|
Noun: Use
The learner will be able to
use nouns correctly.
| Strand |
Scope |
Source |
| Noun |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; F |
|
Adverb: Use
The learner will be able to
correctly use adverbs in a sentence.
| Strand |
Scope |
Source |
| Adverb |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; D, p.12, #1.5.5.; F |
|
Pronoun: Use
The learner will be able to
use pronouns in sentences correctly.
| Strand |
Scope |
Source |
| Pronoun |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; F |
|
Sentence Structure: Length
The learner will be able to
write using a variety of sentence lengths.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; D |
|
Sentence Content: Variety/Type
The learner will be able to
write a variety of sentence types.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; D |
|
Verb: Use
The learner will be able to
use verbs correctly.
| Strand |
Scope |
Source |
| Verb |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; F |
|
Adjective: Use
The learner will be able to
use adjectives in a sentence correctly.
| Strand |
Scope |
Source |
| Adjective |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; D, p.12, #1.5.5.; F |
|
Exaggeration: Identify
The learner will be able to
identify exaggeration in reading materials.
| Strand |
Scope |
Source |
| Exaggeration/Understatement |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Preposition: Use
The learner will be able to
correctly use prepositions in a sentence.
| Strand |
Scope |
Source |
| Preposition |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; F |
|
Conjunction: Use
The learner will be able to
correctly use conjunctions in a sentence.
| Strand |
Scope |
Source |
| Conjunction |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; F |
|
Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; F |
|
Behaviors: Variety/Attentive
The learner will be able to
listen attentively to a variety of speakers.
| Strand |
Scope |
Source |
| Listening Behaviors |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5.; A |
|
Questions: Pertinent
The learner will be able to
ask pertinent questions in listening situations.
| Strand |
Scope |
Source |
| Questions |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5.; A |
|
Discussion: Respect Views
The learner will be able to
demonstrate respect for others' viewpoints while engaged in a discussion.
| Strand |
Scope |
Source |
| Discussion |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5.; D |
|
Sequence: Chronological Order
The learner will be able to
place events from auditory materials in chronological order.
| Strand |
Scope |
Source |
| Sequence |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5, B |
|
Fact: Idea/Identify
The learner will be able to
identify important ideas in what he/she has heard.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5.; A |
|
Discussion: Ideas
The learner will be able to
listen to and understand ideas exchanged in a discussion.
| Strand |
Scope |
Source |
| Discussion |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5.; D |
|
Discussion: Response
The learner will be able to
respond appropriately in a discussion.
| Strand |
Scope |
Source |
| Discussion |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5.; D |
|
Critical Listening: Relevant Information
The learner will be able to
distinguish between relevant and irrelevant information in auditory material.
| Strand |
Scope |
Source |
| Critical Listening |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5.; A |
|
Strategies: Notes/Prompted
The learner will be able to
take notes when prompted by a speaker.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5.; A |
|
Strategies: Relevant Opinions
The learner will be able to
distinguish relevant opinions from irrelevant opinions when listening to others.
| Strand |
Scope |
Source |
| Listening Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5.; A |
|
Media Form: Media/Repertoire
The learner will be able to
appreciate and use a wide variety of media forms (e.g., computerized card catalog and encyclopedias for research).
| Strand |
Scope |
Source |
| Media Form |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 6, #1.2.5, B |
|
Media Form: Understand
The learner will be able to
understand a variety of media forms.
| Strand |
Scope |
Source |
| Media Form |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 6, #1.2.5, B |
|
Media Form: Distinguish Types
The learner will be able to
evaluate media forms designed to entertain and media forms designed to inform.
| Strand |
Scope |
Source |
| Media Form |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 6, #1.2.5, B |
|
Television: Compare/Radio
The learner will be able to
compare television information with information received through the radio and newspapers.
| Strand |
Scope |
Source |
| Television |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.15, #1.6.5.; F |
|
Film: Explain
The learner will be able to
explain how film can portray a real life event accurately or in a fictional manner.
| Strand |
Scope |
Source |
| Film |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.15, #1.6.5.; F |
|
Advertisement: Purpose
The learner will be able to
explain advertisement purposes to others.
| Strand |
Scope |
Source |
| Advertisement |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.15, #1.6.5.; F |
|
Purposes: Research
The learner will be able to
use media to aid in the research process.
| Strand |
Scope |
Source |
| Media Purposes |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 6, #1.2.5, B |
|
Multimedia: Effectively/Use
The learner will be able to
effectively use appropriate media in a multimedia presentation.
| Strand |
Scope |
Source |
| Media Aids: Multimedia |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.15, #1.6.5.; F |
|
Create: Criteria/Design/Use
The learner will be able to
use established criteria to design and develop a media project (e.g., script, play, audiotape) for a specific audience.
| Strand |
Scope |
Source |
| Media Production: Create |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 6, #1.2.5, B |
|
Literary Elements: Compare
The learner will be able to
compare the use of literary elements within and among texts, including characters, setting, plot, theme, and point of view.
| Strand |
Scope |
Source |
| Story Elements |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.7, #1.3.5, B |
|
Figurative Language: Understand/Role
The learner will be able to
understand the role which figurative language ( e.g. personification, simile, metaphor, hyperbole) plays in regards to the meaning of a reading selection.
| Strand |
Scope |
Source |
| Figurative Language |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.7, #1.3.5.; C |
|
Strategies: Ideas/Facts/Information
The learner will be able to
identify facts and ideas in texts using strategies (e.g., prior knowledge, illustrations, headings) and information from other sources to make predictions about the text.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; D |
|
Variety of Sources: Fluent
The learner will be able to
read a variety of text fluently.
| Strand |
Scope |
Source |
| Source |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 4, #1.1.5.; H, p. 4, #1.1.5.; H |
|
Variety of Sources: Reading Selections
The learner will be able to
read and comprehend material from a variety of sources.
| Strand |
Scope |
Source |
| Source |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 4, #1.1.5.; H |
|
Purposes: Establishing
The learner will be able to
establish a purpose for reading specific materials before engaging in reading.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; A |
|
Prior Knowledge: Textual Information
The learner will be able to
form connections between prior knowledge and/or experience to events and information within a text.
| Strand |
Scope |
Source |
| Prior Knowledge |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Main Idea: Extending
The learner will be able to
extend the main idea of a given passage by applying it to a new context or situation.
| Strand |
Scope |
Source |
| Main Idea |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Draw Conclusion: Related Ideas
The learner will be able to
draw conclusions about related ideas in various texts.
| Strand |
Scope |
Source |
| Draw Conclusion |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Predict Outcome: Excerpt
The learner will be able to
read an excerpt of a story and predict the outcome.
| Strand |
Scope |
Source |
| Predicting |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5, B |
|
Fact/Opinion: Distinguish/Variety
The learner will be able to
distinguish between fact and opinion across texts.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Character: Describe/Fiction
The learner will be able to
describe characters in a fictional reading.
| Strand |
Scope |
Source |
| Character |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5, B |
|
Summarize: Main Ideas
The learner will be able to
summarize main ideas.
| Strand |
Scope |
Source |
| Summary |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Summary: Passage
The learner will be able to
summarize a reading passage in his/her own words.
| Strand |
Scope |
Source |
| Summary |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5, B |
|
Theme: Explain/Story
The learner will be able to
explain the theme of a story.
| Strand |
Scope |
Source |
| Themes |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5, B |
|
Inference: Related Ideas
The learner will be able to
make inferences about related ideas in various texts.
| Strand |
Scope |
Source |
| Inference |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Point of View: Stereotype
The learner will be able to
identify stereotypes in the context of a reading selection.
| Strand |
Scope |
Source |
| Point of View |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Strategies: Text Feature/Key Word
The learner will be able to
use text features, such as key words, to understand informational materials.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; F |
|
Strategies: Select/Format
The learner will be able to
choose texts for a particular purpose using the text format as a guide.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5, B |
|
Purposes: Develop Vocabulary
The learner will be able to
read to develop and use a more advanced vocabulary.
| Strand |
Scope |
Source |
| Reading Purposes |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5, E |
|
Setting: Describe
The learner will be able to
describe the setting of a literary work.
| Strand |
Scope |
Source |
| Setting |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5, B |
|
Literary Device: Explain/Meaning
The learner will be able to
explain how literary devices relate to the meaning of a text.
| Strand |
Scope |
Source |
| Literary Device |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.7, #1.3.5.; C |
|
Support: Evidence
The learner will be able to
support his/her assertions about a text with evidence.
| Strand |
Scope |
Source |
| Support |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Classification: Non-Essential
The learner will be able to
classify textual information as non-essential to reading comprehension.
| Strand |
Scope |
Source |
| Classification |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Classification: Essential
The learner will be able to
classify textual information as essential to reading comprehension.
| Strand |
Scope |
Source |
| Classification |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Construct Meaning: Correct Mistakes
The learner will be able to
recognize and correct his/her own reading mistakes.
| Strand |
Scope |
Source |
| Emergent Reading |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 4, #1.1.5.; H |
|
Reading Behaviors: Comprehension
The learner will be able to
demonstrate comprehension skills.
| Strand |
Scope |
Source |
| Reading Behaviors |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 4, #1.1.5.; H |
|
Post-Reading: Reread/Clarify
The learner will be able to
clarify understanding of reading material by rereading.
| Strand |
Scope |
Source |
| Post-Reading |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Response: Discuss/Clarify
The learner will be able to
discuss reading material to clarify ideas.
| Strand |
Scope |
Source |
| Reading Responses: Discussions |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Sound: Meaning
The learner will be able to
describe how literary devices convey meaning through sound techniques (e.g., rhyme, rhythm, meter, and alliteration).
| Strand |
Scope |
Source |
| Literary Device: Sound |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.7, #1.3.5.; C |
|
Reread: Clarify/Ideas
The learner will be able to
reread material to clarify ideas.
| Strand |
Scope |
Source |
| Reading Strategies: Reread |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Human Experience: Relate
The learner will be able to
relate the human experience as it is presented in literature to real world scenarios and the human experience.
| Strand |
Scope |
Source |
| Themes: Human Experience |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5, B |
|
Strategies: Before reading/purpose
The learner will be able to
establish the purpose for reading a type of text (literature, information) before reading.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; A |
|
Pronunciation: Across Curriculum
The learner will be able to
apply pronunciation skills across the curriculum.
| Strand |
Scope |
Source |
| Pronunciation |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5.; C |
|
Oral Interpretation: Audience
The learner will be able to
deliver oral readings to a variety of audiences.
| Strand |
Scope |
Source |
| Oral Composition/Interpretation |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5, E |
|
Purposes: Establish
The learner will be able to
establish a purpose for speaking.
| Strand |
Scope |
Source |
| Speaking Purposes |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5.; C |
|
Group: Adjust Involvement
The learner will be able to
adjust involvement in a group to encourage equal participation.
| Strand |
Scope |
Source |
| Group Communication |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5.; D |
|
Pronunciation: Pronounce Clearly
The learner will be able to
pronounce words clearly.
| Strand |
Scope |
Source |
| Pronunciation |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 4, #1.1.5.; H |
|
Formal/Informal: Compare
The learner will be able to
compare formal and informal speech (e.g., dialect, slang, jargon).
| Strand |
Scope |
Source |
| Communication: Formal/Informal |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.16, #1.7.5, B |
|
Conversation: Engage
The learner will be able to
engage in a conversation.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5, E |
|
Discussion: Peers
The learner will be able to
clarify understanding through a discussion with peers.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; G |
|
Discussion: Role/Small Group
The learner will be able to
participate in his/her assigned role during a small group discussion.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5, E |
|
Discussion: Focus
The learner will be able to
actively participate in large group discussions focusing on a topic or theme.
| Strand |
Scope |
Source |
| Discussion/Conversation |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5, E |
|
Vocal Characteristic: Meter
The learner will be able to
use appropriate meter when speaking.
| Strand |
Scope |
Source |
| Vocal Characteristic |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 4, #1.1.5.; H |
|
Vocal Characteristic: Flow
The learner will be able to
speak with an appropriate flow of words.
| Strand |
Scope |
Source |
| Vocal Characteristic |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 4, #1.1.5.; H |
|
Audience: Content
The learner will be able to
choose the content of an oral presentation based on the audience.
| Strand |
Scope |
Source |
| Presentation: Audience |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5.; C |
|
Organization: Support Topic
The learner will be able to
arrange information to support a topic in composing an oral presentation.
| Strand |
Scope |
Source |
| Presentation: Style/Organization |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5.; C |
|
Sentence Structure: Complete
The learner will be able to
use complete sentences when speaking.
| Strand |
Scope |
Source |
| Sentence Structure |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5.; C |
|
Formal: Speaking Skills/Appropriate
The learner will be able to
use speaking skills appropriate to formal speaking situations.
| Strand |
Scope |
Source |
| Communication: Formal |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5.; C |
|
Debate: Informal
The learner will be able to
participate in informal debates.
| Strand |
Scope |
Source |
| Debate: Participation |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5, E |
|
Presentation: Group
The learner will be able to
participate in a group presentation.
| Strand |
Scope |
Source |
| Presentation: General |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5, E |
|
Questions: Ask Relevant
The learner will be able to
ask relevant questions.
| Strand |
Scope |
Source |
| Questions |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5.; D |
|
Practices: Read Aloud
The learner will be able to
read familiar materials aloud accurately.
| Strand |
Scope |
Source |
| Communication Practices |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 4, #1.1.5.; H |
|
Oral Composition: Synthesize/Deliver
The learner will be able to
synthesize and deliver information in an oral reports.
| Strand |
Scope |
Source |
| Oral Composition/Interpretation |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5, E |
|
Rhythm: Incorporate
The learner will be able to
incorporate rhythm into his/her speaking.
| Strand |
Scope |
Source |
| Rhythm/Rhyme |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 4, #1.1.5.; H |
|
Group: Participate/Small Group
The learner will be able to
participate in small group presentations.
| Strand |
Scope |
Source |
| Presentation: Group |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5, E |
|
Group: Participate/Large Group
The learner will be able to
participate in large group presentations.
| Strand |
Scope |
Source |
| Presentation: Group |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5, E |
|
Small Group: Oral Presentation
The learner will be able to
develop an oral presentation in a small group.
| Strand |
Scope |
Source |
| Group Communication: Small Group |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5, E |
|
Summary: Prompted
The learner will be able to
summarize when prompted.
| Strand |
Scope |
Source |
| Summary |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5.; D |
|
Discussion: Participate
The learner will be able to
participate in group discussions.
| Strand |
Scope |
Source |
| Group Communication: Discussion |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5.; D |
|
Questions: Informational Interview
The learner will be able to
conduct an informational interview.
| Strand |
Scope |
Source |
| Interview: Questions |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5, E |
|
Support: Oral Presentation
The learner will be able to
support his/her opinion in an oral presentation.
| Strand |
Scope |
Source |
| Opinion: Support |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5.; D |
|
Volume: Appropriate/Occasion
The learner will be able to
use appropriate volume for a given speaking occasion.
| Strand |
Scope |
Source |
| Vocal Characteristic: Volume |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5.; C |
|
Pace: Understandable
The learner will be able to
speak at an understandable pace.
| Strand |
Scope |
Source |
| Vocal Characteristic: Pace |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.14, #1.6.5.; C |
|
Emergent Spelling: Common Words
The learner will be able to
spell common words correctly.
| Strand |
Scope |
Source |
| Emergent Spelling |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; F |
|
|
Study and Research Skills
|
|
|
Research Skills: Topic/Self-Selected
The learner will be able to
develop a self-selected topic using research skills.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5.; A |
|
Dictionary: Use
The learner will be able to
use a dictionary to locate information.
| Strand |
Scope |
Source |
| Dictionary |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5, E |
|
Dictionary: New Word/Understand
The learner will be able to
use a dictionary to understand new words.
| Strand |
Scope |
Source |
| Dictionary |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Dictionary: New Word/Decode
The learner will be able to
use a dictionary to decode new words.
| Strand |
Scope |
Source |
| Dictionary |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Dictionary: Etymologies
The learner will be able to
identify words from other languages that are commonly used English words. Use a dictionary to find the meanings and origins of these words.
| Strand |
Scope |
Source |
| Dictionary |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.16, #1.7.5.; A |
|
Sources: Locate
The learner will be able to
locate appropriate sources of information.
| Strand |
Scope |
Source |
| Reference |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Sources: Select
The learner will be able to
select appropriate reference source (e.g., dictionaries, encyclopedias, other reference materials, interviews, observation, and computer databases).
| Strand |
Scope |
Source |
| Reference |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Sources: Cross Reference/Collect
The learner will be able to
cross reference sources while collecting information.
| Strand |
Scope |
Source |
| Reference |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Book Parts: Appendices
The learner will be able to
select and use an appendix as a reference source.
| Strand |
Scope |
Source |
| Book Parts |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Index: Use
The learner will be able to
use an index to locate specific information.
| Strand |
Scope |
Source |
| Index |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Bibliography: Format/Method
The learner will be able to
use an accepted format and method for citing sources in a bibliography.
| Strand |
Scope |
Source |
| Bibliography |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.18, #1.8.5.; C |
|
Table of Contents: Choose
The learner will be able to
select and use the table of contents as a reference source.
| Strand |
Scope |
Source |
| Table of Contents |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Organizing Information: Effective
The learner will be able to
organize information effectively.
| Strand |
Scope |
Source |
| Organization |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5, B |
|
Notes: Structured Format
The learner will be able to
take notes using a structured format.
| Strand |
Scope |
Source |
| Notes: Taking/Organizing |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5.; C |
|
Print Style: Illustrations
The learner will be able to
use illustrations to enhance writing.
| Strand |
Scope |
Source |
| Print Style |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5.; A |
|
Print Styles: Graphics
The learner will be able to
add graphics to enhance written text (e.g., maps, charts, graphs, tables, illustrations, and photographs).
| Strand |
Scope |
Source |
| Print Style |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5, B |
|
Research Project: Create/Use
The learner will be able to
create research projects using multimedia technology.
| Strand |
Scope |
Source |
| Research Project |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 6, #1.2.5, B |
|
Research Skills: Key Words
The learner will be able to
use key words to locate information.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Research Skills: Appropriate Strategies
The learner will be able to
use appropriate research strategies to locate information.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Research Skills: Traditional/Search
The learner will be able to
use traditional search methods.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Research Skills: Search Strategies
The learner will be able to
use search strategies to locate electronic information.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Research Skills: Persuasive/Sources
The learner will be able to
apply research skills to cite sources in persuasive writings.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.10, #1.4.5.; C |
|
Research Skills: Central Ideas
The learner will be able to
organize central ideas gained through research.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5.; C |
|
Research Skills: Central Ideas
The learner will be able to
present the central ideas gained through research.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5.; C |
|
Research Skills: Choose/Effective
The learner will be able to
choose the most effective information.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5, B |
|
Research Skills: Topic Relevance
The learner will be able to
examine information for relevance to topic.
| Strand |
Scope |
Source |
| Research Skills |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5.; C |
|
Document: Understand/Variety
The learner will be able to
understand a variety of documents.
| Strand |
Scope |
Source |
| Public Information: Documents |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 5, #1.2.5.; A |
|
Evaluate: Usefulness
The learner will be able to
evaluate the usefulness of a source.
| Strand |
Scope |
Source |
| Reference: Evaluate |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Evaluate: Quality
The learner will be able to
evaluate the quality of a source.
| Strand |
Scope |
Source |
| Reference: Evaluate |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.17, #1.8.5, B |
|
Internet: Reliability/Discuss
The learner will be able to
discuss the reliability of Internet sources.
| Strand |
Scope |
Source |
| Internet |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.15, #1.6.5.; F |
|
Internet: Information/Collect
The learner will be able to
use the Internet to collect information.
| Strand |
Scope |
Source |
| Internet |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.15, #1.6.5.; F |
|
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words (e.g., synonyms, homophones, homographs, and words with roots, suffixes, and/or prefixes).
| Strand |
Scope |
Source |
| Vocabulary |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5, E |
|
Strategies: Meaning/Phonics
The learner will be able to
identify and determine the meaning of a word by applying knowledge of phonics.
| Strand |
Scope |
Source |
| Vocabulary Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Strategies: Key Words/Curriculum
The learner will be able to
use key words across the curriculum.
| Strand |
Scope |
Source |
| Vocabulary Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; F |
|
Appropriate: Key Word/Use
The learner will be able to
use key words appropriately .
| Strand |
Scope |
Source |
| Word Choice: Appropriate |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; F |
|
Prefix: New Word/Understand
The learner will be able to
apply knowledge of prefixes to understand new words.
| Strand |
Scope |
Source |
| Prefix |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Prefix: New Word/Decode
The learner will be able to
apply an understanding of prefixes to decode new words.
| Strand |
Scope |
Source |
| Prefix |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Suffix: New Word/Decode
The learner will be able to
apply an understanding of suffixes to decode new words.
| Strand |
Scope |
Source |
| Suffix |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Suffix: New Word/Understand
The learner will be able to
apply knowledge of suffixes to understand new words.
| Strand |
Scope |
Source |
| Suffix |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Context: New Word/Decode
The learner will be able to
use context clues to decode new words.
| Strand |
Scope |
Source |
| Context |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Context: New Word/Understand
The learner will be able to
use context clues to understand new words.
| Strand |
Scope |
Source |
| Context |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Syllabication: New Word/Decode
The learner will be able to
use syllabication to decode new words.
| Strand |
Scope |
Source |
| Syllabication |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Syllabication: New Word/Understand
The learner will be able to
use syllabication to understand new words.
| Strand |
Scope |
Source |
| Syllabication |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Unfamiliar Words: Monitor Text
The learner will be able to
monitor text for unfamiliar vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5, B |
|
Strategies: Define/Unknown
The learner will be able to
define unknown words.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Unfamiliar Words |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.13, #1.6.5, B |
|
Speaking: Newly Learned Words/Apply
The learner will be able to
use speaking experiences to practice applying newly learned vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary: Speaking |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Writing: Key Word/Identify
The learner will be able to
identify key words used in written materials.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 3, #1.1.5.; F |
|
Writing: Precise
The learner will be able to
write using precise language.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; D |
|
Writing: Newly Learned Words/Apply
The learner will be able to
use writing experiences to practice applying newly learned vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary: Writing |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p. 2, #1.1.5.; C |
|
Expository: Informational Genres
The learner will be able to
write in informational genres (e.g., essays, descriptions, letters, reports, and instructions).
| Strand |
Scope |
Source |
| Expository |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5, B |
|
Persuasive: Use
The learner will be able to
write in persuasive form.
| Strand |
Scope |
Source |
| Persuasive |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.10, #1.4.5.; C |
|
Topic Sentence: Create/Edit
The learner will be able to
create and edit a topic sentence which develops the topic of a given paragraph.
| Strand |
Scope |
Source |
| Paragraph Content: Topic Sentence |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5, B |
|
Prewriting: Topic/Appropriateness
The learner will be able to
identify a topic that is appropriate for a specific purpose and audience.
| Strand |
Scope |
Source |
| Prewriting |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5.; A |
|
Prewriting: Collect/Effective
The learner will be able to
collect the most effective information to prepare for writing.
| Strand |
Scope |
Source |
| Prewriting |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5, B |
|
Revise: Organizational Pattern
The learner will be able to
revise writing to improve the organizational pattern.
| Strand |
Scope |
Source |
| Revising |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5, E |
|
Drafting: Comprehensive Content
The learner will be able to
exhibit comprehensive content in his/her writing.
| Strand |
Scope |
Source |
| Drafting |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5, B |
|
Organization: Beginning/Middle/End
The learner will be able to
organize writing by including a clear introduction, body, and conclusion.
| Strand |
Scope |
Source |
| Organization |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5.; C |
|
Organization: Controlled
The learner will be able to
write with controlled organization.
| Strand |
Scope |
Source |
| Organization |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5.; C |
|
Organization: Paragraphs/Logical
The learner will be able to
arrange paragraphs in a logical order.
| Strand |
Scope |
Source |
| Organization |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5.; C |
|
Poetry: Original
The learner will be able to
write original poetry.
| Strand |
Scope |
Source |
| Poetry |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5.; A |
|
Evaluating Writing: Decide/Appropriate
The learner will be able to
evaluate writing to decide if the content is appropriate.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5, B |
|
Evaluating Writing: Cause/Effect
The learner will be able to
write an evaluation of cause and effect in nonfiction works.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5, B |
|
Evaluating Writing: Logic
The learner will be able to
revise writing for logical progression of ideas and precise vocabulary.
| Strand |
Scope |
Source |
| Evaluating Writing |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5, E |
|
Publishing: Prepare Works
The learner will be able to
present written works for publication.
| Strand |
Scope |
Source |
| Publishing |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; G |
|
Paragraph: Support
The learner will be able to
write a paragraph which includes supporting details.
| Strand |
Scope |
Source |
| Paragraph Content |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5, B |
|
Paragraph: Sentence/Logical
The learner will be able to
arrange sentences within a paragraph in logical order.
| Strand |
Scope |
Source |
| Paragraph Content |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5.; C |
|
Story Elements: Conflict
The learner will be able to
apply an understanding of conflict to write stories.
| Strand |
Scope |
Source |
| Story Elements |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5.; A |
|
Story Elements: Use
The learner will be able to
use story elements in writing (Standard 1.3.5, B).
| Strand |
Scope |
Source |
| Story Elements |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5.; A |
|
Story Elements: Writing
The learner will be able to
write stories.
| Strand |
Scope |
Source |
| Creative |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5.; A |
|
Strategies: Problem/Solution
The learner will be able to
create a problem and solution when appropriate for the topic.
| Strand |
Scope |
Source |
| Writing Strategies |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5, B |
|
Drama: Play
The learner will be able to
write a play.
| Strand |
Scope |
Source |
| Drama |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5.; A |
|
Persuasive: Issue
The learner will be able to
write a persuasive piece which clearly takes a position on an issue.
| Strand |
Scope |
Source |
| Persuasive |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.10, #1.4.5.; C |
|
Sentence Content: Describe Nouns
The learner will be able to
write to describe people, places, animals, and/or objects.
| Strand |
Scope |
Source |
| Sentence Content |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5.; A |
|
Purposes: Information/Appropriate
The learner will be able to
use information that is appropriate for the writing purpose.
| Strand |
Scope |
Source |
| Writing Purposes |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5, B |
|
Descriptive: Action Verbs
The learner will be able to
write using action verbs.
| Strand |
Scope |
Source |
| Descriptive |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; D |
|
Dialogue: Incorporate
The learner will be able to
incorporate dialogue into written works.
| Strand |
Scope |
Source |
| Dialogue |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5.; A |
|
Focus: Sharpen
The learner will be able to
sharpen the focus of a written work, identifying topic, task and audience.
| Strand |
Scope |
Source |
| Clarity/Focus |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5.; A |
|
Literary Device: Use
The learner will be able to
begin to incorporate literary devices into his/her written works (Standard 1.3.5, C).
| Strand |
Scope |
Source |
| Literary Device |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5.; A |
|
Edit: Punctuation
The learner will be able to
edit for correct use of punctuation.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; F |
|
Edit: Standard English Conventions
The learner will be able to
apply knowledge of Standard English language conventions to edit written works.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; F |
|
Revise: Logical Order
The learner will be able to
revise writing for logical order.
| Strand |
Scope |
Source |
| Revising: Content |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5, E |
|
Audience: Appropriate Information
The learner will be able to
use information that is appropriate for the audience.
| Strand |
Scope |
Source |
| Audience |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5, B |
|
Voice: Develop/Consistent
The learner will be able to
develop a consistent voice.
| Strand |
Scope |
Source |
| Voice |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; D |
|
Voice: Maintain/Consistent
The learner will be able to
maintain a consistent voice.
| Strand |
Scope |
Source |
| Voice |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; D |
|
Topic: Distinct Focus
The learner will be able to
write with a distinct focus.
| Strand |
Scope |
Source |
| Topic |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5.; A |
|
Support: Completeness
The learner will be able to
give appropriate, clear, and complete information which supports a topic.
| Strand |
Scope |
Source |
| Support |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5, B |
|
Transition: Composition
The learner will be able to
write a composition with effective transitions.
| Strand |
Scope |
Source |
| Transition |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.11, #1.5.5.; C |
|
Sentence: Complete/Create
The learner will be able to
create complete written sentences.
| Strand |
Scope |
Source |
| Emergent Writing: Sentence |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; F |
|
Style: Understand
The learner will be able to
understand different writing styles.
| Strand |
Scope |
Source |
| Style |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; D |
|
Details: Write/Specific
The learner will be able to
write a narrative which includes specific details.
| Strand |
Scope |
Source |
| Narrative: Detail |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.9, #1.4.5.; A |
|
Support: Details/Persuasive/Use
The learner will be able to
use supportive details in persuasive pieces.
| Strand |
Scope |
Source |
| Persuasive: Support |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.10, #1.4.5.; C |
|
Word Choice: Improve
The learner will be able to
revise writing to improve word choices.
| Strand |
Scope |
Source |
| Revising: Word Choice |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5, E |
|
Detail: Convey Meaning/Write
The learner will be able to
write using details that convey meaning.
| Strand |
Scope |
Source |
| Support: Detail |
Master |
PA: Academic Standards, January 16, 1999, Grade 5, p.12, #1.5.5.; D |
|
|
