Indiana Common Core Standards
Language
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice,
fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
f. Produce, expand, and rearrange complete
simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the
movie; The action movie was watched by the
little boy).
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize holidays, product names, and
geographic names.
b. Use commas in greetings and closings of
letters.
c. Use an apostrophe to form contractions and
frequently occurring possessives.
d. Generalize learned spelling patterns when
writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including
beginning dictionaries, as needed to check and
correct spellings.
Comprehension and Collaboration
Recount or describe key ideas or details from a
text read aloud or information presented orally or
through other media.
Key Ideas and Details
Identify the main purpose of a text, including
what the author wants to answer, explain, or
describe.
Describe how reasons support specific points the
author makes in a text.
Indiana State Standards
EL.2.5 2006 - WRITING: Applications At Grade 2, students are introduced to letter writing. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Students continue to write simple rhymes and poems. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
EL.2.5.4 2006 Write rhymes and simple poems.
EL.2.5.5 2006 Use descriptive words when writing.
Bloom's Taxonomy
Language
Demonstrate command of the conventions of
standard English grammar and usage when writing
or speaking.
a. Use collective nouns (e.g., group).
b. Form and use frequently occurring irregular
plural nouns (e.g., feet, children, teeth, mice,
fish).
c. Use reflexive pronouns (e.g., myself, ourselves).
d. Form and use the past tense of frequently
occurring irregular verbs (e.g., sat, hid, told).
e. Use adjectives and adverbs, and choose
between them depending on what is to be
modified.
f. Produce, expand, and rearrange complete
simple and compound sentences (e.g., The boy
watched the movie; The little boy watched the
movie; The action movie was watched by the
little boy).
Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize holidays, product names, and
geographic names.
b. Use commas in greetings and closings of
letters.
c. Use an apostrophe to form contractions and
frequently occurring possessives.
d. Generalize learned spelling patterns when
writing words (e.g., cage → badge; boy → boil).
e. Consult reference materials, including
beginning dictionaries, as needed to check and
correct spellings.
Comprehension and Collaboration
Recount or describe key ideas or details from a
text read aloud or information presented orally or
through other media.
Key Ideas and Details
Identify the main purpose of a text, including
what the author wants to answer, explain, or
describe.
Describe how reasons support specific points the
author makes in a text.
Indiana State Standards
EL.2.5 2006 - WRITING: Applications At Grade 2, students are introduced to letter writing. Students continue to write compositions that describe and explain familiar objects, events, and experiences. Students continue to write simple rhymes and poems. Student writing demonstrates a command of Standard English and the drafting, research, and organizational strategies outlined in Standard 4 - Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
EL.2.5.4 2006 Write rhymes and simple poems.
EL.2.5.5 2006 Use descriptive words when writing.
Bloom's Taxonomy
The activities I created correlate with multiple levels of Bloom's Taxonomy. On the Writing Traits page, students are designing/inventing a chore list. This activity is related to Creating because the students are using their knowledge of information in the book to create the chore list. Alex and his mom discuss chores and responsibilities he would need to take on if he got the iguana. The second activity on the Writing Traits page includes the students evaluating. They are to act as a judge, read back through and examine the letters that were written back and forth between Alex and his mom. They are asked to make their judgment on which character made the best argument throughout the story. The third activity on that page includes the students categorizing information into a graphic organizer.
On the grammar page, students are focusing on adjectives and strong descriptive words. The students are asked to draw their own iguana so detailed and unique, that when they describe their iguana to a friend, that friend can create a mental image of the iguana without even seeing it! This correlates to the Applying level of Bloom's Taxonomy.
On the grammar page, students are focusing on adjectives and strong descriptive words. The students are asked to draw their own iguana so detailed and unique, that when they describe their iguana to a friend, that friend can create a mental image of the iguana without even seeing it! This correlates to the Applying level of Bloom's Taxonomy.