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Rhea County Schools |
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Rhea County Curriculum |
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Language Arts - Grade K |
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Expression: Language Development
The learner will be able to
utilize gross motor, sensory motor, and perceptual skills in language development.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Language Expression |
Application |
Master |
3.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Vocabulary Usage
The learner will be able to
use age appropriate vocabulary to describe objects, communicate with others, and speak orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Adjective |
Knowledge, Application |
Master |
2.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Literature Interest
The learner will be able to
develop an interest in literature which includes multicultural, gender, and ethnic diversity in language use, patterns, and dialect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dialect/Culture |
Comprehension |
Introduce |
1.5 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Behaviors: Active Listening
The learner will be able to
engage in active listening during different situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
Application |
Master |
5.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
Home
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Directions: Complete Assignment
The learner will be able to
follow directions to complete an assignment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Directions |
Application |
Master |
6.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
Home
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Processes: Developmentally Appropriate
The learner will be able to
demonstrate developmentally appropriate listening skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Processes |
Knowledge |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
Home
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Behaviors: Literal Skills
The learner will be able to
demonstrate developmentally appropriate literal listening comprehension skills (answer questions after listening to an oral selection).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
Knowledge |
Master |
4.0 |
Terra Nova, Complete Battery, 1997, Level 10, Part 1, Item #012, Part 2, Item #001, 008-009 week tested: 30. |
Classroom
Home
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Behaviors: Interpretive Skills
The learner will be able to
demonstrate developmentally appropriate interpretive listening comprehension skills (predict outcomes and find main idea).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Listening Behaviors |
Knowledge |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 10, Part 1, #3-4, 7-8, 13-14, Part 2, #2-3, 10 week tested: 30. |
Classroom
Home
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Figurative Language: Literal
The learner will be able to
distinguish between figurative and literal meanings of words and phrases.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figures of Speech |
Comprehension |
Master |
1.5 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #1 week tested: 30. |
Classroom
Home
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Auditory Discrimination
The learner will be able to
develop skill in auditory discrimination.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Anticipatory Response |
Application |
Introduce |
2.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Rhyme and Repetition
The learner will be able to
recognize rhyme, rhythm, and repetition in spoken words and literature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Anticipatory Response |
Application |
Introduce |
3.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Literature Appreciation
The learner will be able to
develop an appreciation of literature and being read to.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Anticipatory Response |
Application |
Introduce |
1.5 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Multiple step directions
The learner will be able to
follow multiple step directions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Anticipatory Response |
Application |
Master |
3.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Retelling stories
The learner will be able to
listen to simple stories and be able to retell.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Anticipatory Response |
Comprehension |
Master |
3.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Word: Sight Words
The learner will be able to
read grade-level appropriate sight words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Knowledge |
Master |
2.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Reality/Fantasy
The learner will be able to
distinguish between reality and fantasy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Real/Non-Real |
Comprehension |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Strategies: Pictures/Using
The learner will be able to
use pictures to gain an understanding of the written text.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Comprehension: Display Skills
The learner will be able to
display comprehension skills (to enhance understanding, relate ideas, and organize information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
Application |
Introduce |
2.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #2 week tested: 30..; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Emergent Reading: Letter/Word/Sign
The learner will be able to
demonstrate an understanding of the structural relationship in letters, words, and signs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Conceptualizing |
Application |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #6 week tested: 30. |
Classroom
Home
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Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Detail |
Knowledge |
Introduce |
1.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #2 week tested: 30. |
Classroom
Home
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Emergent Reading: Understanding Sentence
The learner will be able to
understand the meaning of a sentence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading |
Comprehension |
Introduce |
1.0 |
Terra Nova, Complete Battery, 1997, Level 10, Part 2, Item #016-022 week tested: 30. |
Classroom
Home
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Word: Environment
The learner will be able to
recognize words found in the immediate environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Word |
Comprehension, Analysis |
Introduce |
2.0 |
Terra Nova, Complete Battery, 1997, Level 10, Part 1, Item #001-002 week tested: 30. |
Classroom
Home
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Sequence: Identify Order
The learner will be able to
identify the order of events which occur within a reading selection.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequence |
Comprehension, Analysis |
Master |
3.5 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #2 week tested: 30. |
Classroom
Home
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Concepts of Print
The learner will be able to
demonstrate knowledge of concepts of print, including left to right, top to bottom, and front to back.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Knowledge |
Master |
3.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Reading Strategies
The learner will be able to
use a variety of reading strategies including picture and context clues, substitutions, phonetic rules, word recognition, and rhyming words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Synthesis |
Introduce |
3.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Letter recognition
The learner will be able to
recognize and name all letters of the alphabet.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Letter |
Knowledge, Application |
Master |
5.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Sound recognition
The learner will be able to
recognize and name all sounds of the alphabet (including long and short vowels).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Emergent Reading: Decode |
Knowledge, Analysis |
Master |
6.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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phonetically Blending of Sounds
The learner will be able to
develop concept of phonetically blending sounds together to form new words and to sound out words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Decode |
Synthesis |
Introduce |
3.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Locate Sources
The learner will be able to
learn to locate and recognize sources of information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes: Collect Information |
Analysis |
Introduce |
1.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Strategies: Confidence/Develop
The learner will be able to
develop and show confidence while speaking.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Speaking Strategies |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
Home
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Expressive: Feelings
The learner will be able to
use speaking as a way to express feelings and thoughts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Expressive |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
Home
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Expressive: Thoughts
The learner will be able to
express complete thoughts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Expressive |
Comprehension, Application |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
Home
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Retell: Story
The learner will be able to
retell a story (incorporating paraphrasing and sequencing skills).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story: Retell |
Synthesis |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
Home
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Story: Sequence
The learner will be able to
relate a story sequence orally.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story |
Comprehension, Application |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.22 |
Classroom
Home
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Repeat Verses
The learner will be able to
repeat simple verses from memory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rhythm/Rhyme |
Knowledge |
Master |
2.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Descriptive: Contents
The learner will be able to
describe and interpret contents of a picture.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Point of View |
Evaluation |
Master |
1.5 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Participate in discussions
The learner will be able to
participate in discussions by making relevant contributions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Formal/Informal |
Analysis |
Introduce |
1.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Appropriate language
The learner will be able to
demonstrate appropriate language, tone, and voice control in given situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Formal/Informal |
Application |
Introduce |
1.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Speaking clearly
The learner will be able to
speak clearly and politely.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Interpersonal |
Knowledge |
Introduce |
1.5 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Verbalize needs
The learner will be able to
verbalize own experiences, needs, and desires.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Communication: Expressive |
Synthesis |
Introduce |
1.0 |
Rhea Co. Dept. of Edu(a) |
Classroom
Home
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Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Vocabulary |
Comprehension, Application |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #2 week tested: 30. |
Classroom
Home
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Word: Analysis Skills
The learner will be able to
demonstrate developmentally appropriate word analysis skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Application |
Master |
2.5 |
Terra Nova, Complete Battery, 1997, Level 10, Part 1, Item #017-018 week tested: 30. |
Classroom
Home
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Sounds: Relationship/Understand
The learner will be able to
understand the relationship between sounds and symbols.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Letters: Sounds |
Application |
Master |
3.5 |
Terra Nova, Complete Battery, 1997, Level 10, Obj.#6, Part 1#5-6,9-11,15-16, Part 2#4-7,11-15 week tested: 30. |
Classroom
Home
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Word: Sounds
The learner will be able to
comprehend that words are made up of sounds
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| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Word |
Comprehension |
Master |
2.5 |
Terra Nova, Complete Battery, 1997, Level 10, Objective Statement #6 week tested: 30. |
Classroom
Home
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