Standard 3.1 Reading
STANDARD 3.1 - READING
The learner will be able to
understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A, C-H |
|
Concepts About Print: Differences/Format
The learner will be able to
identify differences of various print formats, including newspapers, magazines, books,
and reference resources.
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A1 |
|
Concepts About Print: Print Conventions
The learner will be able to
recognize purposes and uses for print conventions such as paragraphs, end-sentence
punctuation, and bold print.
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A2 |
|
Concepts About Print: Features/Support
The learner will be able to
identify and locate features that support text meaning (e.g., maps, charts, illustrations).
| Strand |
Bloom's |
Source |
Activities |
| Concepts About Print |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: A3 |
|
Decoding/Word Recognition: Struct. Anal.
The learner will be able to
use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C1 |
|
Decoding/Word Recognition: Word Families
The learner will be able to
know and use common word families to decode unfamiliar words.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C2 |
|
Decoding/Word Recognition: Types
The learner will be able to
recognize compound words, contractions, and common abbreviations.
| Strand |
Bloom's |
Source |
Activities |
| Decoding/Word Recognition |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: C3 |
|
Fluency: Punctuation Marks
The learner will be able to
use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding
of punctuation marks.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D1 |
|
Fluency: Different Speeds/Methods
The learner will be able to
read at different speeds using scanning, skimming, or careful reading as appropriate.
| Strand |
Bloom's |
Source |
Activities |
| Fluency |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: D2 |
|
Reading Strategies: Use/Monitor
The learner will be able to
use knowledge of word meaning, language structure, and sound-symbol relationships to
check understanding when reading.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E1 |
|
Reading Strategies: Ident./Difficulties
The learner will be able to
identify specific words or passages causing comprehension difficulties and seek clarification.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E2 |
|
Reading Strategies: Visual Organizers
The learner will be able to
select useful visual organizers before, during, and after reading to organize information
(e.g., Venn diagrams).
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: E3 |
|
Vocabulary/Concept Develop: Meanings
The learner will be able to
infer word meanings from learned roots, prefixes, and suffixes.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F1 |
|
Vocabulary/Concept Develop: Meaning
The learner will be able to
infer specific word meanings in the context of reading passages.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F2 |
|
Vocabulary/Concept Develop: Identify/Use
The learner will be able to
identify and correctly use antonyms, synonyms, homophones, and homographs.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Application, Synthesis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F3 |
|
Vocabulary/Concept Develop: Dictionary
The learner will be able to
use a grade-appropriate dictionary (independently) to define unknown words.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary/Concept Development |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: F4 |
|
Comprehend/Respond: Themes/Cultures
The learner will be able to
discuss underlying themes across cultures in various texts.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G1 |
|
Comprehend/Respond: Nonfiction
The learner will be able to
distinguish cause and effect, fact and opinion, main idea, and supporting details in
nonfiction texts (e.g., science, social studies).
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G2 |
|
Comprehend/Respond: Evidence/Support
The learner will be able to
cite evidence from text to support conclusions.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G3 |
|
Comprehend/Respond: Author's Opinions
The learner will be able to
understand author's opinions and how they address culture, ethnicity, gender, and historical periods.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G4 |
|
Comprehend/Respond: Multi-Step Direction
The learner will be able to
follow simple multiple-steps in written instructions.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G5 |
|
Comprehend/Respond: Author/Point/View
The learner will be able to
recognize an author's point of view.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G6 |
|
Comprehend/Respond: Summarize/Info Texts
The learner will be able to
identify and summarize central ideas in informational texts.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G7 |
|
Comprehend/Respond: Differences/Genres
The learner will be able to
recognize differences among forms of literature, including poetry, drama, fiction, and
nonfiction.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G8 |
|
Comprehend/Respond: Literary Elements
The learner will be able to
recognize literary elements in stories, including setting, characters, plot, and mood.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G9 |
|
Comprehend/Respond: Literary Devices
The learner will be able to
identify some literary devices in stories.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G10 |
|
Comprehend/Respond: Structures/Poetry
The learner will be able to
identify the structures in poetry.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G11 |
|
Comprehend/Respond: Structures/Drama
The learner will be able to
identify the structures in drama.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G12 |
|
Comprehend/Respond: Independent Level
The learner will be able to
read regularly in materials appropriate for their independent reading level.
| Strand |
Bloom's |
Source |
Activities |
| Comprehension/Respond |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: G13 |
|
Inquiry/Research: Locate Information
The learner will be able to
use library classification systems, print or electronic, to locate information.
| Strand |
Bloom's |
Source |
Activities |
| Inquiry/Research |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: H1 |
|
Inquiry/Research: Author/Investigate
The learner will be able to
investigate a favorite author and produce evidence of research.
| Strand |
Bloom's |
Source |
Activities |
| Inquiry/Research |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: H2 |
|
Inquiry/Research: Topic/Various/Material
The learner will be able to
read independently and research topics using a variety of materials to satisfy personal,
academic, and social needs, and produce evidence of reading.
| Strand |
Bloom's |
Source |
Activities |
| Inquiry/Research |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.1: H3 |
|
Reading Operations
Comprehension: Display Skills
The learner will be able to
display comprehension skills.
| Strand |
Bloom's |
Source |
Activities |
| Reading Behaviors |
|
Terra Nova, Complete Battery, 1997, Level 14, Obj. #2-3, Item #2,13-14,16,24,26,28-30,66,69 week tested: 29. NJCCS 3.1: G |
|
Monitor: Strategies/Develop
The learner will be able to
develop strategies for monitoring his/her reading process.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies: Monitor |
|
Terra Nova, Complete Battery, 1997, Level 14, Item #068, 075 week tested: 29. NJCCS 3.1: E |
|
Reading Behaviors: Apply
The learner will be able to
apply meaning while reading.
| Strand |
Bloom's |
Source |
Activities |
| Reading Behaviors |
|
Terra Nova, Complete Battery, 1997, Level 14, Item #025 week tested: 29. NJCCS 3.1: F-G |
|
Strategies: Knowing
The learner will be able to
know of a variety of strategies which aid comprehension.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #5 week tested: 29. NJCCS 3.1: E-G |
|
Analyze: Literary Device/Reading
The learner will be able to
analyze literary devices used in reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Literary Device: Analyze |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Item #027 week tested: 29. NJCCS 3.1: G8, 10 |
|
Cause/Effect: Understanding
The learner will be able to
understand the relationship between cause and effect.
| Strand |
Bloom's |
Source |
Activities |
| Cause/Effect |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #3, Item #005, 065 week tested: 29. NJCCS 3.1: G2 |
|
Compare: Reading Material
The learner will be able to
make comparisons between reading material.
| Strand |
Bloom's |
Source |
Activities |
| Compare/Contrast |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #5 week tested: 29. NJCCS 3.1: G8, 10 |
|
Critical Thinking: Reading Materials
The learner will be able to
critically examine reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Critical Thinking |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Item #047-048, 050 week tested: 29. NJCCS 3.1: G1, 4, 6-12 |
|
Detail: Identify
The learner will be able to
identify details from reading passages.
| Strand |
Bloom's |
Source |
Activities |
| Detail |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #2 week tested: 29. NJCCS 3.1: G2 |
|
Draw Conclusion: Reading Material
The learner will be able to
draw conclusions about reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Draw Conclusion |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #3, Item #017, 067 week tested: 29. NJCCS 3.1: G3 |
|
Fact/Opinion
The learner will be able to
distinguish between fact and opinion.
| Strand |
Bloom's |
Source |
Activities |
| Fact/Opinion |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #4 week tested: 29. NJCCS 3.1: G2 |
|
Generalization: Passage
The learner will be able to
make a generalization based on passage elements.
| Strand |
Bloom's |
Source |
Activities |
| Generalization |
Synthesis |
Terra Nova, Complete Battery, 1997, Level 14, Item #018 week tested: 29. NJCCS 3.1: G3, 7 |
|
Graphic Feature: Use
The learner will be able to
use common graphical features to increase understanding of reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies: Graphic Features |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #5, Item #004, 049, 072 week tested: 29. NJCCS 3.1: E3 |
|
Inference: Information
The learner will be able to
make inferences from information in written material.
| Strand |
Bloom's |
Source |
Activities |
| Inference |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #3 week tested: 29. NJCCS 3.1: F2, G3 |
|
Main Idea: Stated
The learner will be able to
determine the main idea stated in a passage.
| Strand |
Bloom's |
Source |
Activities |
| Main Idea |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Item #001, 006, 031, 039, 046, 064, 071 week tested: 29. NJCCS 3.1: G2 |
|
Plot: Climax
The learner will be able to
recognize plot climax in reading selections.
| Strand |
Bloom's |
Source |
Activities |
| Plot |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #3 week tested: 29. NJCCS 3.1: G9-10 |
|
Predict Outcome: Information
The learner will be able to
make predictions from information in written material.
| Strand |
Bloom's |
Source |
Activities |
| Predicting |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #4, Item #042 week tested: 29. NJCCS 3.1: F2, G3 |
|
Prior Knowledge: Understand Text
The learner will be able to
use prior knowledge to understand texts.
| Strand |
Bloom's |
Source |
Activities |
| Prior Knowledge |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #5 week tested: 29. NJCCS 3.1: E1-3 |
|
Questions: Aid Understanding
The learner will be able to
generate questions to aid understanding while reading.
| Strand |
Bloom's |
Source |
Activities |
| Questions |
Synthesis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #5 week tested: 29. NJCCS 3.1: E2-3, G7, 10-12 |
|
Reality/Fantasy
The learner will be able to
distinguish between reality and fantasy.
| Strand |
Bloom's |
Source |
Activities |
| Real/Non-Real |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #4 week tested: 29. NJCCS 3.1: G8 |
|
Sequence: Identify Order
The learner will be able to
identify the order of events which occur within a reading selection.
| Strand |
Bloom's |
Source |
Activities |
| Sequence |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #2 week tested: 29. NJCCS 3.1: G2, 5 |
|
Sequence: Use/Understand
The learner will be able to
use sequence to understand reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Sequence |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Item #040 week tested: 29. NJCCS 3.1: G2, 5 |
|
Story Elements: Character/Identify
The learner will be able to
identify story elements, such as characters.
| Strand |
Bloom's |
Source |
Activities |
| Story Elements |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Item #041, 073 week tested: 29. NJCCS 3.1: G9 |
|
Story Elements: Identify
The learner will be able to
identify story elements.
| Strand |
Bloom's |
Source |
Activities |
| Story Elements |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Item #041, 073 week tested: 29. NJCCS 3.1: G9 |
|
Story: Elements/Identify
The learner will be able to
identify story elements, such as setting, plot, and characters.
| Strand |
Bloom's |
Source |
Activities |
| Story Elements |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #3 week tested: 29. NJCCS 3.1: G9 |
|
Strategies: Critical Thinking
The learner will be able to
apply critical thinking when reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #4 week tested: 29. NJCCS 3.1 E2, F2, G1-4, 6-12 |
|
Strategies: Extend Information
The learner will be able to
extend information beyond passage ideas while reading.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Synthesis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #4, Item #025 week tested: 29. NJCCS 3.1: E3, G13 |
|
Strategies: Vocabulary/Using
The learner will be able to
use vocabulary to understand what is read.
| Strand |
Bloom's |
Source |
Activities |
| Reading Strategies |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Item #003, 009, 032-033, 043-045, 070 week tested: 29. NJCCS 3.1: F1-4 |
|
Structure: Increase Understanding
The learner will be able to
use text structure to increase understanding of reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Structure |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #5, Item #051-052 week tested: 29. NJCCS 3.1: G1-2, 8-12 |
|
Summary: Strategies
The learner will be able to
summarize material while he/she reads.
| Strand |
Bloom's |
Source |
Activities |
| Summary |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #5 week tested: 29. NJCCS 3.1: G7 |
|
Theme: Identify
The learner will be able to
identify the theme of a given reading passage.
| Strand |
Bloom's |
Source |
Activities |
| Themes |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #3, Item #1,6,31,39,46,64,71 week tested: 29. NJCCS 3.1: G1, 6 |
|
Vocabulary
Vocabulary: Read/Identify/Understand
The learner will be able to
read, identify, and understand grade specific vocabulary words.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary |
|
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #2 week tested: 29. NJCCS 3.1: C,F |
|
Strategies: Variety
The learner will be able to
apply a variety of vocabulary strategies.
| Strand |
Bloom's |
Source |
Activities |
| Vocabulary Strategies |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Item #015 week tested: 29. NJCCS 3.1: C1-3, F1-4 |
|
Genres
Author Intention: Evaluate
The learner will be able to
evaluate the author's purpose in a given work.
| Strand |
Bloom's |
Source |
Activities |
| Author: Intentions |
Evaluation |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #4 week tested: 29. NJCCS 3.1: G4, 6 |
|
Author Technique: Evaluate
The learner will be able to
evaluate the effectiveness of author technique.
| Strand |
Bloom's |
Source |
Activities |
| Author: Style/Technique |
Evaluation |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #4 week tested: 29. NJCCS 3.1: G4, 6 |
|
Point of View: Evaluate
The learner will be able to
evaluate how author point of view influences reading materials.
| Strand |
Bloom's |
Source |
Activities |
| Author: Point of View |
Evaluation |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #4, Item #074, 076 week tested: 29. NJCCS 3.1: G4, 6 |
|
Standard 3.2 Writing
STANDARD 3.2 - WRITING
The learner will be able to
write in clear, concise, organized language that varies in content and form for different audiences and purposes.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A-D |
|
Writing Process: Generate Ideas
The learner will be able to
generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A1 |
|
Writing Process: Aware/Form/Structure
The learner will be able to
develop an awareness of form, structure, and author's voice in various genres.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A2 |
|
Writing Process: Strategies/Ideas
The learner will be able to
use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A3 |
|
Writing Process: Draft/Genre/Structure
The learner will be able to
draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A4 |
|
Writing Process: Revise/Drafts
The learner will be able to
revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking
organization, openings, and closings, and improving word choice and consistency of
voice.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Synthesis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A5 |
|
Writing Process: Review/Peers
The learner will be able to
review own writing with others to understand the reader's perspective and to consider ideas for revision.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A6 |
|
Writing Process: Review/Edit
The learner will be able to
review and edit work for spelling, mechanics, clarity, and fluency.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A7 |
|
Writing Process: Reference/Use/Variety
The learner will be able to
use a variety of reference materials to revise work, such as a dictionary, thesaurus, or
internet/software resources.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Synthesis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A8 |
|
Writing Process: Computer Applications
The learner will be able to
use computer writing applications during most of the writing process.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A9 |
|
Writing Process: Apply/Elements/Rubrics
The learner will be able to
understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Evaluation |
New Jersey Core Curriculum Content Standards, 2004 3.2: A10 |
|
Writing Process: Reflect/Writing
The learner will be able to
reflect on own writing, noting strengths and areas needing improvement.
| Strand |
Bloom's |
Source |
Activities |
| Writing Process |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: A11 |
|
Writing Product: Narrative Pieces/Create
The learner will be able to
create narrative pieces, such as memoir or personal narrative, which contain description
and relate ideas, observations, or recollections of an event or experience.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B1 |
|
Writing Product: Reports/Curriculum
The learner will be able to
write informational reports across the curriculum that frame an issue or topic, include
facts and details, and draw from more than one source of information.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B2 |
|
Writing Product: Elevate Quality
The learner will be able to
craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B3 |
|
Writing Product: Know/Structures/Genres
The learner will be able to
build knowledge of the characteristics and structures of a variety of genres.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Comprehension |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B4 |
|
Writing Product: Sharpen Focus
The learner will be able to
sharpen focus and improve coherence by considering the relevancy of included details,
and adding, deleting, and rearranging appropriately.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B5 |
|
Writing Product: Sentences
The learner will be able to
write sentences of varying lengths and complexity, using specific nouns, verbs, and
descriptive words.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B6 |
|
Writing Product: Complete Sentences
The learner will be able to
recognize the difference between complete sentences and sentence fragments and
examine the uses of each in real-world writing.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Knowledge |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B7 |
|
Writing Product: Improve Clarity
The learner will be able to
improve the clarity of writing by rearranging words, sentences, and paragraphs.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B8 |
|
Writing Product: Examine/Real-World
The learner will be able to
examine real-world writing to expand knowledge of sentences, paragraphs, usage, and
authors' writing styles.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B9 |
|
Writing Product: Sequence/Purpose
The learner will be able to
provide logical sequence and support the purpose of writing by refining organizational
structure and developing transitions between ideas.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B10 |
|
Writing Product: Engage Reader
The learner will be able to
engage the reader from beginning to end with an interesting opening, logical sequence,
and satisfying conclusion.
| Strand |
Bloom's |
Source |
Activities |
| Writing Product |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: B11 |
|
Mechanics/Spelling/Handwriting: Convent.
The learner will be able to
use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C1 |
|
Mechanics/Spelling/Handwriting: Syntax
The learner will be able to
use increasingly complex sentence structure and syntax to express ideas.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C2 |
|
Mechanics/Spelling/Handwriting: Grammar
The learner will be able to
use grade appropriate knowledge of English grammar and usage to craft writing, such as
subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C3 |
|
Mechanics/Spelling/Handwriting: Punct
The learner will be able to
use punctuation correctly in sentences, such as ending punctuation, commas, and
quotation marks in dialogue.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C4 |
|
Mechanics/Spelling/Handwriting: Caps
The learner will be able to
use capital letters correctly in sentences, for proper nouns, and in titles.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C5 |
|
Mechanics/Spelling/Handwriting: Writing
The learner will be able to
study examples of narrative and expository writing to develop understanding of the
reasons for and use of paragraphs and indentation.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C6 |
|
Mechanics/Spelling/Handwriting: Indent
The learner will be able to
indent in own writing to show the beginning of a paragraph.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C7 |
|
Mechanics/Spelling/Handwriting: Spell
The learner will be able to
spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C8 |
|
Mechanics/Spelling/Handwriting: Spell
The learner will be able to
use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C9 |
|
Mechanic/Spelling/Handwriting: Reference
The learner will be able to
use a variety of reference materials, such as a dictionary, grammar reference, and
internet/software resources to edit written work.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C10 |
|
Mechanics/Spelling/Handwriting: Legible
The learner will be able to
write legibly in manuscript or cursive to meet district standards.
| Strand |
Bloom's |
Source |
Activities |
| Mechanics/Spelling/Handwriting |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: C11 |
|
Forms/Audiences/Purposes: Purposes
The learner will be able to
write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share) and a variety of audiences (e.g., self, peers, community).
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D1 |
|
Forms/Audiences/Purposes: Characteristic
The learner will be able to
study the characteristics of a variety of genres, including expository, narrative, poetry,
and reflection.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D2 |
|
Forms/Audiences/Purposes: Independence
The learner will be able to
develop independence by setting self-selected purposes and generating topics for writing.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D3 |
|
Forms/Audiences/Purposes: Satisfy/Needs
The learner will be able to
write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, or poetry).
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D4 |
|
Forms/Audiences/Purposes: Across Subject
The learner will be able to
use writing to paraphrase, clarify, and reflect on new learning across the curriculum.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D5 |
|
Forms/Audiences/Purposes: Respond/Lit
The learner will be able to
respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D6 |
|
Forms/Audiences/Purposes: Narratives
The learner will be able to
write narratives that relate recollections of an event or experience and establish a setting,
characters, point of view, and sequence of events.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D7 |
|
Forms/Audiences/Purposes: Informational
The learner will be able to
write informational reports that frame a topic, include facts and details, and draw information from several sources.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D8 |
|
Forms/Audiences/Purposes: Letters
The learner will be able to
write formal and informal letters for a variety of audiences and purposes.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D9 |
|
Forms/Audiences/Purposes: Strategies/Use
The learner will be able to
use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D10 |
|
Forms/Audiences/Purposes: Think Skills
The learner will be able to
demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D11 |
|
Forms/Audiences/Purposes: Graphics/Use
The learner will be able to
use relevant graphics in writing (e.g., maps, charts, illustrations).
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D12 |
|
Forms/Audiences/Purposes: Style/Voice
The learner will be able to
demonstrate the development of a personal style and voice in writing.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D13 |
|
Forms/Audiences/Purposes: Writing Rubric
The learner will be able to
review scoring criteria of a writing rubric.
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D14 |
|
Forms/Audiences/Purposes: Collection/Dev
The learner will be able to
develop a collection of writings (e.g., a literacy folder or a literacy portfolio).
| Strand |
Bloom's |
Source |
Activities |
| Forms/Audience/Purposes |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.2: D15 |
|
Writing
Clarity/Focus: Relevant Information
The learner will be able to
include relevant information in his/her writing.
| Strand |
Bloom's |
Source |
Activities |
| Clarity/Focus |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8, Item #061 week tested: 29. NJCCS 3.2: A-D |
|
Edit: Adjectives/Adverbs
The learner will be able to
edit for correct use of adverbs and adjectives.
| Strand |
Bloom's |
Source |
Activities |
| Editing: Language Conventions |
|
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #9 week tested: 29. NJCCS 3.2: C1,3,9, B6 |
|
Conclusion: Use
The learner will be able to
use a conclusion in a written work.
| Strand |
Bloom's |
Source |
Activities |
| Introduction/Conclusion |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8 week tested: 29. NJCCS 3.2: A5, B3, 11 |
|
Edit: Capitalization
The learner will be able to
edit sentences for capitalization errors.
| Strand |
Bloom's |
Source |
Activities |
| Editing: Language Conventions |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #9, Item #023 week tested: 29. NJCCS 3.2: A7, C1, 5 |
|
Edit: Punctuation
The learner will be able to
edit for correct use of punctuation.
| Strand |
Bloom's |
Source |
Activities |
| Editing: Language Conventions |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #9, Item #011, 022 week tested: 29. NJCCS 3.2: A7, C1, 4 |
|
Edit: Verb Form
The learner will be able to
edit written works for correct verb forms.
| Strand |
Bloom's |
Source |
Activities |
| Editing: Language Conventions |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #9 week tested: 29. NJCCS 3.2: A7, B6, C3 |
|
Expository: Essay
The learner will be able to
write an expository essay.
| Strand |
Bloom's |
Source |
Activities |
| Expository |
Synthesis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8 week tested: 29. NJCCS 3.2: D1-3, 15 |
|
Organization: Information
The learner will be able to
use writing as a way to organize information.
| Strand |
Bloom's |
Source |
Activities |
| Organization |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Item #054, 062 week tested: 29. NJCCS 3.2: A3, D1,10, 12 |
|
Sequence: Ideas
The learner will be able to
order ideas sequentially when writing.
| Strand |
Bloom's |
Source |
Activities |
| Sequence |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8 week tested: 29. NJCCS 3.2: B3, 5, 8, 10, D10 |
|
Sequence: Identify
The learner will be able to
identify correct sentence sequence.
| Strand |
Bloom's |
Source |
Activities |
| Sequence |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Item #063 week tested: 29. NJCCS 3.2: B3, 5, 8, 10, D10 |
|
Strategies: Apply/Variety
The learner will be able to
apply a variety of prewriting strategies.
| Strand |
Bloom's |
Source |
Activities |
| Prewriting: Strategies |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8 week tested: 29. NJCCS 3.2: A1-3, D10 |
|
Strategies: Outline/Understand
The learner will be able to
understand how to use an outline as a prewriting strategy.
| Strand |
Bloom's |
Source |
Activities |
| Prewriting: Strategies |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8 week tested: 29.NJCCS 3.2: A3, D10 |
|
Strategies: Understand/Use Sources
The learner will be able to
understand how to use information sources as a prewriting strategy.
| Strand |
Bloom's |
Source |
Activities |
| Prewriting: Strategies |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8 week tested: 29.NJCCS 3.2: A1-3, 8, B2, D8 |
|
Support: Write Text
The learner will be able to
write a supported text.
| Strand |
Bloom's |
Source |
Activities |
| Support |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8, Item #008, 012 week tested: 29. NJCCS 3.2: A4, 8, B2, D1, 5, 8 |
|
Topic Sentence: Identify/Best
The learner will be able to
select the best topic sentence for a given paragraph.
| Strand |
Bloom's |
Source |
Activities |
| Paragraph Content: Topic Sentence |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8, Item #036 week tested: 29. NJCCS 3.2: A5, C6 |
|
Topic: Choose
The learner will be able to
choose a topic for his/her writing.
| Strand |
Bloom's |
Source |
Activities |
| Topic |
Comprehension |
Terra Nova, Complete Battery, 1997, Level 14, Item #055-056 week tested: 29.NJCCS 3.2: A1,3, B1-2, D1, 3-9 |
|
Transition: Conjunction/Use
The learner will be able to
use transitional conjunctions in his/her writing.
| Strand |
Bloom's |
Source |
Activities |
| Transition |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8 week tested: 29. NJCCS 3.2: C1-3 |
|
Transition: Phrase/Use
The learner will be able to
use transitional phrases in his/her writing.
| Strand |
Bloom's |
Source |
Activities |
| Transition |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8 week tested: 29. NJCCS 3.2: C1-3 |
|
Transitions: Use Effective
The learner will be able to
use effective transitions (and, but, or) in his/her writing.
| Strand |
Bloom's |
Source |
Activities |
| Transition |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #8 week tested: 29. NJCCS 3.2: C1-3 |
|
Usage: Edit
The learner will be able to
edit written works for usage.
| Strand |
Bloom's |
Source |
Activities |
| Editing: Usage |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Item #020-021, 034-035, 053, 058-059, 077, 078,080 week tested: 29. NJCCS 3.2: A7, B8-9, C1, 3-5, 10 |
|
Language Mechanics
Punctuation: Apply
The learner will be able to
apply fundamental punctuation rules to written works.
| Strand |
Bloom's |
Source |
Activities |
| Punctuation |
|
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #7 week tested: 29. NJCCS 3.2: C |
|
Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Bloom's |
Source |
Activities |
| Capitalization: Applications |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #7 week tested: 29.NJCCS 3.2: C1, 5 |
|
Language Expressions
Fragment: Identify
The learner will be able to
identify incomplete sentences.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Item #007, 037, 060 week tested: 29. NJCCS 3.2: B7, C1-3 |
|
Noun: Forms/Edit
The learner will be able to
edit writing for noun forms.
| Strand |
Bloom's |
Source |
Activities |
| Noun |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #9 week tested: 29. NJCCS 3.2: B6, C1, 3, 5 |
|
Pronoun: Case/Edit
The learner will be able to
edit written works for correct use of pronouns.
| Strand |
Bloom's |
Source |
Activities |
| Pronoun |
Analysis |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #9 week tested: 29. NJCCS 3.2: C1, 3 |
|
Run-On: Identify
The learner will be able to
identify run-on sentences.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure/Fragment/Run-On |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Item #007, 037, 060 week tested: 29. NJCCS 3.2: B7, C1, 3, 4 |
|
Sentence Combining
The learner will be able to
combine multiple complete sentences into one complete sentence.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Item #010, 038, 057, 079 week tested: 29. NJCCS 3.2: B6, C1-4 |
|
Sentence Combining: Concise/Clarity
The learner will be able to
combine two sentences concisely and with clarity of meaning.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure/Combine Sentences |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #7 week tested: 29. NJCCS 3.2: B5, 6, C1-4 |
|
Sentence Structure: Grammar/Effective
The learner will be able to
write grammatically correct, effective sentences.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #7 week tested: 29. NJCCS 3.2: B7, C1-5 |
|
Sentence Structure: Identify Complete
The learner will be able to
identify complete sentences.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure |
Knowledge |
Terra Nova, Complete Battery, 1997, Level 14, Item #007, 037, 060 week tested: 29. NJCCS 3.2: B7 |
|
Sentence Structure: Use
The learner will be able to
use correct sentence structure.
| Strand |
Bloom's |
Source |
Activities |
| Sentence Structure |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #7 week tested: 29. NJCCS 3.2: C1-4 |
|
Subject-Verb: Agreement
The learner will be able to
use correct subject-verb agreement.
| Strand |
Bloom's |
Source |
Activities |
| Subject-Verb Agreement |
Application |
Terra Nova, Complete Battery, 1997, Level 14, Objective Statement #7, Item #019 week tested: 29. NJCCS 3.2: C1,3 |
|
Standard 3.3 Speaking
STANDARD 3.3 - SPEAKING
The learner will be able to
speak, in clear, concise, organized language that varies in content and form for different audience and purposes.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
|
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A-D |
|
Discussion: Support/Central Ideas
The learner will be able to
use details, examples and reasons to support central ideas or clarify a point of view.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A1 |
|
Discussion: Focus/Topic/Ask Questions
The learner will be able to
stay focused on a topic and ask relevant questions.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A2 |
|
Discussion: Take Turns
The learner will be able to
take turns without dominating.
| Strand |
Bloom's |
Source |
Activities |
| Discussion |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: A3 |
|
Questioning/Contributing: Techniques
The learner will be able to
develop questioning techniques (e.g., who, what, when, where, why, and how).
| Strand |
Bloom's |
Source |
Activities |
| Questioning/Contributing |
Analysis |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: B1 |
|
Questioning/Contributing: Interviewing
The learner will be able to
use interview techniques to develop inquiry skills.
| Strand |
Bloom's |
Source |
Activities |
| Questioning/Contributing |
Application |
New Jersey Core Curriculum Content Standards, 2004 -- 3.3: B2 |
|
Questioning/Contributing: How/Why</ |
