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Rhea County Schools |
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Rhea County Curriculum |
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Language Arts - Grade 2-Reading |
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Author Technique: Evaluate
The learner will be able to
evaluate the effectiveness of author technique.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Style/Technique |
Evaluation |
Introduce |
3.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4 week tested: 29. |
Classroom
Home
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Author Intention: Evaluate
The learner will be able to
evaluate the author's purpose in a given work.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Intentions |
Evaluation |
Reinforce |
5.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4 week tested: 29. |
Classroom
Home
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Point of View: Evaluate
The learner will be able to
evaluate how author point of view influences reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Author: Point of View |
Evaluation |
Reinforce |
3.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4 week tested: 29. |
Classroom
Home
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Dialect: Diversity/Interest
The learner will be able to
use literature to develop an interest in multicultural, gender and ethnic diversity in language dialects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Dialect |
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Master |
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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.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
|
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #2-3, Item #3,7,16,18,25,46 week tested: 29..; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Reading Behaviors: Apply
The learner will be able to
apply meaning while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
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Master |
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Terra Nova, Complete Battery, 1997, Level 12, Item #041-042, 051 week tested: 29. |
Classroom
Home
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Response: Connection/Text
The learner will be able to
make connections among reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Responses: Affective |
|
Master |
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Terra Nova, Complete Battery, 1997, Level 12, Item #010, 017 week tested: 29..; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Prior Knowledge: Understand Text
The learner will be able to
use prior knowledge to understand texts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Prior Knowledge |
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Master |
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Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #5 week tested: 29. |
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 |
|
Master |
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Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #6 week tested: 29. |
Classroom
Home
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Cause/Effect: Understanding
The learner will be able to
understand the relationship between cause and effect.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cause/Effect |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #3 week tested: 29. |
Classroom
Home
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Draw Conclusion: Reading Material
The learner will be able to
draw conclusions about reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Draw Conclusion |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #3, Item #8,15,26-28,36-37,40 week tested: 29. |
Classroom
Home
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Predict Outcome: Information
The learner will be able to
make predictions from information in written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predicting |
Application |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4, Item #004, 050 week tested: 29..; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fact/Opinion |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4 week tested: 29. |
Classroom
Home
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Summary: Strategies
The learner will be able to
summarize material while he/she reads.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Summary |
Comprehension |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #5 week tested: 29. |
Classroom
Home
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Theme: Identify
The learner will be able to
identify the theme of a given reading passage.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Themes |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #3 week tested: 29. |
Classroom
Home
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Inference: Information
The learner will be able to
make inferences from information in written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inference |
Analysis |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #3 week tested: 29. |
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 |
Master |
3.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #2 week tested: 29. |
Classroom
Home
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Story: Elements/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Story Elements |
Comprehension |
Master |
5.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #3 week tested: 29. |
Classroom
Home
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Compare: Reading Material
The learner will be able to
make comparisons about reading material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Contrast |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #5 week tested: 29. |
Classroom
Home
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Strategies: Vocabulary/Using
The learner will be able to
use vocabulary to understand what is read.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Comprehension |
Master |
2.1 |
Terra Nova, Complete Battery, 1997, Level 12, Item #002, 047, 052 week tested: 29. |
Classroom
Home
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Strategies: Knowing
The learner will be able to
know of a variety of strategies which aid comprehension.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Knowledge |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #5 week tested: 29. |
Classroom
Home
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Strategies: Extend Information
The learner will be able to
extend information beyond passage ideas while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Synthesis |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4, Item #041-042, 051 week tested: 29. |
Classroom
Home
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Strategies: Critical Thinking
The learner will be able to
apply critical thinking when reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4 week tested: 29. |
Classroom
Home
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Plot: Climax
The learner will be able to
recognize plot climax in reading selections.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Plot |
Comprehension |
Master |
0.5 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #3 week tested: 29. |
Classroom
Home
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Sentence Completion: Infer Word
The learner will be able to
infer words missing from sentences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sentence Completion |
Evaluation |
Master |
3.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 12, Objective Statement #36 week tested: 29. |
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 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #4 week tested: 29..; TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Fluency: Develop/Expression
The learner will be able to
read aloud to develop fluency, expression, and accuracy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Aloud: Fluency |
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Master |
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TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
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 |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #2 week tested: 29. |
Classroom
Home
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Reading Behaviors: Confidence
The learner will be able to
read with confidence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
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Master |
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TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Reading Behaviors: Independent
The learner will be able to
read independently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors |
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Master |
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TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Reading Behaviors: Personal Enjoyment
The learner will be able to
read on his/her own for pleasure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Behaviors: Affective |
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Master |
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TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Strategies: Variety/Develop
The learner will be able to
develop a variety of reading strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
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Master |
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TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
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 |
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Master |
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TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Analyzing: Content
The learner will be able to
analyze written material.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analyzing |
Analysis |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Collect Information: Obtain
The learner will be able to
read to obtain information.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes: Collect Information |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Evaluating: Content
The learner will be able to
evaluate the content of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evaluating |
Evaluation |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Information: Organize/Reading
The learner will be able to
organize information while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Organization: Information |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Interpretation: Content
The learner will be able to
interpret reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Interpretation |
Analysis |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Purposes: Understanding
The learner will be able to
read to increase understanding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Purposes |
Comprehension |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Strategies: Apply
The learner will be able to
apply reading strategies to monitor comprehension.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
1.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Strategies: Consonant Substitution
The learner will be able to
use consonant substitution as a strategy for reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Strategies: Context Clues
The learner will be able to
use context clues to understand reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Strategies: Phonetic Principles
The learner will be able to
apply phonetic principles and strategies to read fluently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
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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Strategies: Rhyming Words
The learner will be able to
use rhyming words as a strategy for reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
1.5 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Strategies: Variety
The learner will be able to
use a variety of reading strategies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies |
Application |
Master |
2.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Word Recognition: Strategies/Fluently
The learner will be able to
apply word recognition strategies to read fluently.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Word Recognition |
Application |
Master |
3.0 |
TN: Curriculum Framework (K-12), December 5, 1996, Kindergarten - Grade 2, p.8 |
Classroom
Home
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Questions: Aid Understanding
The learner will be able to
generate questions to aid understanding while reading.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Questions |
Comprehension |
Master |
1.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #5 week tested: 29. |
Classroom
Home
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Structure: Increase Understanding
The learner will be able to
use text structure to increase understanding of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Structure |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #5 week tested: 29. |
Classroom
Home
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Graphic Feature: Use
The learner will be able to
use common graphical features to increase understanding of reading materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reading Strategies: Graphic Features |
Application |
Master |
2.0 |
Terra Nova, Complete Battery, 1997, Level 12, Objective Statement #5 week tested: 29. |
Classroom
Home
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