Learning Blooms Taxonomy and Writing Learning Objectives

Just some notes from class...

What do you know about animals? (need new questions)

The Learner Will + Blooms Taxonomy Word (don’t use understand) + Content/TEKS + technology infused performance outcome

The Learner Will

Technology

Power Point—Blogs --Spread Sheet –Word --Collaborative Documents

Kindergarten Scope and Sequence- 2^nd Six Weeks

Language Arts

• Choose and adapt spoken language appropriate to the audience, purpose and occasion, including use of appropriate volume and rate
• Use verbal and nonverbal communication in effective ways when making announcements, giving directions, or making introductions
• ask and answer relevant questions and make contributions in small or large group discussions
• gain increasing control of grammar when speaking such as using subject-verb agreement, complete sentences, and correct tense
• understand that written words are separated by spaces
• know the difference between individual letters and printed words
• know the difference between capital and lowercase letters
• recognize how readers use capitalization and punctuation to comprehend
• understand that spoken words are represented in written language by specific sequences of letters
• demonstrate the concept of word by dividing spoken sentences into individual words
• identify and isolate the initial and final sound of a spoken word
• blend sounds to make spoken words such as moving manipulative’s to blend phonemes in a spoken word
• learn and apply letter-sound correspondences of a set of consonants and vowels to begin to read
• distinguish fiction from nonfiction, including fact and fantasy
• use pictures, print, and people to gather information and answer questions
• write each letter of the alphabet, both capital and lowercase

Math

• use sets of concrete objects to represent quantities given in verbal or written form (through 20)
• Patterns, relationships, and algebraic thinking. The student identifies, extends, and creates patterns. The student is expected to identify, extend, and create patterns of sounds, physical movement, and concrete objects.
• use patterns to predict what comes next, including cause-and-effect relationships
• count by ones to 100
• Sort a variety of objects including two- and three-dimensional geometric figures according to their attributes and describe how the objects are sorted.
• describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional geometric figures;
• recognize shapes in real-life three-dimensional geometric figures or models of three-dimensional geometric figures

Science

• Scientific processes. The student develops abilities necessary to do scientific inquiry in the field and the classroom. The student is expected to: ask questions about organisms, objects, and events
• plan and conduct simple descriptive investigations
• communicate findings about simple investigations
• make decisions using information
• discuss and justify the merits of decisions
• Explain a problem in his/her own words and propose a solution.
• observe and identify patterns including seasons, growth, and day and night and predict what happens next
• observe and record weather changes from day to day and over seasons

Social Studies

• identify basic human needs; and
• Explain how basic human needs of food, clothing, and shelter can be met.
• identify jobs in the home, school, and community; and
• Explain why people have jobs.
• obtain information about a topic using a variety of oral sources such as conversations, interviews, and music
• obtain information about a topic using a variety of visual sources such as pictures, symbols, television, maps, computer images, print material, and artifacts;
• sequence and categorize information
• Identify main ideas from oral, visual, and print sources.
• express ideas orally based on knowledge and experiences
• create and interpret visuals including pictures and maps
• use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
• Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.