Click on the Terra Nova Skill to access web sites that contain lesson plans, practice and other helpful ideas in teaching these skills.
| Terra Nova Skill | Sub-skill | Objective(s) |
| Sentence Structure | Subject/Predicate |
1. Identify the subject of the sentence 2. Identify the predicate of the sentence |
| Complete/Fragment/Run-on |
1. Identify complete sentences 2. Identify fragments and complete sentences with missing subject or predicate |
|
| Sentence Structure/Combining | Combine sentences by adding a comma plus the word "and" | |
| Sentences, Phrases, Clauses | First Word |
1. Capitalize first word of a sentence 2. Capitalize the pronoun "I" 3. Capitalize proper nouns 4. Capitalize titles, initials, abbreviations, book titles, days, and months 5. Capitalize all words in a greeting of a letter and the first letter in a letter closing |
| End Mark | Understand and use periods, question marks, and explanation marks | |
| Writing Conventions | Proper Nouns | Capitalize specific persons, places, or things |
| Apostrophe |
1.Use apostrophes with noun to show possession 2. Add "s" to singular noun or plural nouns that do not end in "s" 3. Use apostrophe in contractions to show where letters are missing |
|
| Capitalize Title | Capitalize first and all important words in a title | |
| City/State |
1.Capitalize city 2. Capitalize state 3. Put a comma between the cities and states |
|
| Letter Parts |
1. Capitalize all words in a greeting 2. Recognize parts of letters |
|
| Vowels | Long Vowels |
1. Recognize letter sounds relationship for long vowels 2. Identify the correct and/or incorrect spelling of long vowels in words presented in sentences and phrases |
| Short Vowels |
1. Recognize letter-sound relationship for short vowels 2. Identify the correct and/or incorrect spelling of short vowels in words presented in sentences and phrases 3. Utilize spelling patterns as clues to short vowel sounds in words |
|
| Schwa |
1. Recognize final /_r/ sounds are often spelled "er" 2. Recognize final /_r/ sounds can be spelled "re" 3. Recognize the unstressed /_/ sound in two-syllable words may be spelled "a, e, i, o, or u" 4. Identify the correct and/or incorrect spelling of the schwa sounds in words presented in sentences and phrases |
|
| r-controlled | Recognize letter-sound relationship for r-controlled words in sentences or phrases | |
| Consonants | Silent Letter |
1. Recognize letter sound associations for silent letters 2. Identify the correct and/or incorrect spellings of silent letters in words presented in sentences or phrases |
| Variant Spelling |
1. Recognize letter sound associations for variant letters 2. Identify the correct and/or incorrect spellings of variant spellings in words presented in sentences or phrases |
|
| Double Letter |
1. Recognize letter sound associations for double letter spellings 2. Identify the correct and/or incorrect spelling of double letter in words presented in sentences and phrases |
|
| Structural Units | Suffix |
1. Recognize that a suffix is a word part added to the end of a base word
and changes the meaning of the word 2. Identify the correct and/or incorrect spelling of suffixes in words presented in sentences and phrases |
| Similar Word Part | Recognize similar word parts | |
| Homonym |
1. Recognize that homonyms are spelled the same but have different meanings
and pronunciations 2. Identify the correct and/or incorrect spelling of homonyms in words presented in sentences and phrases |
|
| Root Word | Identify the correct and/or incorrect spelling of root/base words presented in sentences and phrases |
| Terra Nova Skill | Sub-skills | Objective(s) |
| Number & Number Relations | Count by 2s, 5s, 10s | Count by 2's, 5's, and 10's |
| Count by 3's | Count by 3's | |
| Read, Recognize Numbers | Read and recognize numbers through 9,999 | |
| Compare & Order | Compare and order whole numbers up to 4 digits | |
| Ordinal Numbers | Identify and use ordinal numbers up to 20th | |
| Place Value | Verify place value to at least 6 digits | |
| Fractional Part | Identify, demonstrate and write fractions (1/2, 1/3, 1/4, 1/5, 1/6, 1/7, 1/8, 1/9, 1/10) | |
| Equivalent Forms | Identify and use symbols (less than, greater than, equal) | |
| Identify Use in Real World | Demonstrate understanding of solving problems in real-world situations | |
| Computation & Numerical Estimation | Add & Subtract | Add and subtract 2-, 3-, 4-, and 5-digit numbers without regrouping |
| Multiply & Divide | Recall from memory multiplication and division facts through 9 | |
| Multiply 3-digit by 1-digit | Multiply a 3-digit number by a 1-digit number | |
| Computation with Money | Compute addition and subtraction problem dealing with money up to $100 | |
| Estimation | Solve addition and subtraction problems by using strategies of estimation | |
| Estimation with Money | Compute money problems by estimation | |
| Operation Concepts | Model Problem Situation | Build with models, identify, and explain how many in a group and how many groups |
| Addition/Subtraction Operation Sense | Solve problems by determining when to add or subtract | |
| Multiplication/Division Operation Sense | Solve problems by determining when to multiply or divide | |
| Operation Properties | Demonstrate associative and commutative property of addition using manipulatives and illustrations | |
| Permutations | Explore various combinations of data | |
| Measurement | Appropriate Tool | Use the correct tools for measurement |
| Time | Indicate time at the 5-minute and 10-minute intervals | |
| Calendar | Use a calendar to determine intervals of time | |
| Use Ruler | Use a ruler to determine lengths, widths, or heights to nearest inch or half-inch | |
| Mass/Weight | Select the most appropriate unit of length, mass, and capacity | |
| Estimate | Use estimation to determine lengths | |
| Geometry & Spatial Sense | Plane Figure | Classify and name plane figures up to 8 sides |
| Congruence, Similarity | Identify and draw congruent figures | |
| Symmetry | Show an understanding of symmetry by completing a symmetrical figure | |
| Visualization | Use spatial reasoning to identify shapes | |
| Combine/Subdivide Shapes | Combine or subdivide shapes | |
| Transformation | ||
| Data Analysis, Statistics & Probability | Read Bar Graph | Interpret and solve problems with bar graphs |
| Use Data to Solve Problems | Use data to solve problems | |
| Compare Data | Compare data to solve problems | |
| Select Data Display | Select the appropriate data display to solve problems | |
| Probability | Use probability to discover information | |
| Patterns, Functions, Algebra | Geometric Pattern | Form patterns using geometric shapes |
| Number Patterns | Determine number patterns | |
| Function | Solve problems by determining the correct function | |
| Problem Solving & Reasoning | Solve Non-Routine Problems | Solve non-routine problems |
| Deductive/Inductive Reasoning | Use inductive and deductive reasoning | |
| Add Whole Numbers | Add Whole Numbers Without Regrouping | Add 2-, 3-, and 4-digit numbers without regrouping |
| Add Whole Numbers With Regrouping | Add 2-, 3-, and 4-digit numbers with regrouping | |
| Subtract Whole Numbers | Subtract Whole Numbers Without Regrouping | Subtract 2-, 3-, and 4-digit numbers without regrouping |
| Subtract Whole Numbers With Regrouping | Subtract 2-, 3-, and 4-digit numbers with regrouping | |
| Multiply Whole Numbers | Multiply Whole Numbers Without Regrouping | Recall from memory, in and out of sequence, multiplication facts through 9 without regrouping |
| Multiply Whole Numbers With Regrouping | Multiply up to a 3-digit number by a 1-digit with regrouping | |
| Divide Whole Numbers | Divide Whole Numbers Without a Remainder | Divide a 1-, 2-, 3-digit number by a 1-digit number without a remainder |
| Decimals | Addition of Decimals | Add decimals with and without regrouping |
| Subtraction of Decimals | Subtract decimals with and without regrouping |
| Terra Nova Skills | Sub-skills | Objective(s) |
| Basic Understanding | Vocabulary | Identify the meaning of vocabulary based on the current basal text |
| Stated Information | Recall facts and story details | |
| Sequence | Recognize, recall, and order events in a passage | |
| Initial Understanding | Demonstrate understanding of a passage | |
| Stated Information Graphics | Derive meaning from pictures and graphs | |
| Analyze Text | Main Idea/Theme | Distinguish the central or pervasive theme of a passage from supporting details, and choose the most appropriate title |
| Supporting Evidence | Find details in a selection to support a statement | |
| Conclusions | Make inferences using information given in a written passage to know more about characters or events | |
| Cause/Effect | Determine how an event produces a result | |
| Compare/Contrast | Analyze similarities and differences in characters, things, or events | |
| Story Elements/Setting | Identify details in order to conclude when and where a story takes place | |
| Story Elements/Plot | Identify the important events in the beginning, middle, and end of a story | |
| Story Elements/Character | Analyze characters and characters' actions | |
| Literary Techniques | Read and be exposed to a variety of literary techniques such as figurative language, poetry, imagery, and humor | |
| Nonfiction Elements | Recognize prose writing that presents and explains ideas that tell about real people, places, objects, or events by reading biographies, essays, newspaper articles, etc. | |
| Evaluate & Extend Meaning | Generalize | Make inferences and recognize unstated assumptions |
| Fact/Opinion | Distinguish between statements that can be proven or statements that reflect personal beliefs that can be debated | |
| Author/Purpose | Identify the reason an author wrote a story: to explain, to entertain, to persuade, to inform, or to express feelings or beliefs | |
| Point of View | Identify who is telling the story | |
| Tone | Determine the author's attitude and how the reader will feel after reading the selection | |
| Predict/Hypothesize | Use information to speculate what will happen next in a given selection | |
| Extend/Apply Meaning | Transfer what has been learned to evaluate new situations | |
| Reality/Fantasy | Discern things that could happen in real life from things that could not really happen | |
| Critical Assessment | Use prior knowledge to assess and analyze information | |
| Identify Reading Strategies | Make Connections | Make connections between the text and graphic representations of textual concepts |
| Apply Genre Criteria | Determine the characteristics of types of literature (i.e., poetry, prose, and drama) | |
| Utilize Structure | Recognize the way information in a story or article is organized | |
| Vocabulary Strategies | Derive word meaning using structural or context clues | |
| Self-Monitor | Check his/her understanding of a selection by questioning, predicting, clarifying, etc. | |
| Summarize | Construct a brief statement that contains the main idea of a passage using own words | |
| Synthesize Across Text | Bring together various types of information from different sources | |
| Graphic Strategies | Translate visual information to determine meaning of a passage | |
| Consonants/Single Blends, Digraphs | Blends | Identify sounds of two or more consonants with little change in those sounds. |
| Digraphs | Identify the two letters that represent one speech (i.e., ea, ai, oa). | |
| Sight Words | Sight Words | Recognize basic sight words on grade level |
| Vowels | Long Vowels | Identify letter/sound associations for long vowels. |
| Short Vowels | Identify letter/sound associations for short vowels. | |
| Diphthong | Identify letter/sound association for vowel diphthongs (i.e., oi, oy, ou, ow). | |
| Syllables | Identity the number of syllables in a word. | |
| Contractions & Compounds | Contractions | Identify a contraction and the two words that make that contraction. |
| Compounds | Identify and form compound words by joining two words | |
| Roots & Affixes | Root Words | Identify the root/base word from a given affixed word. |
| Prefix | Identify, define, and form new words using prefixes. | |
| Suffix | Identify, define, and form new words using suffixes. | |
| Word Meaning | Synonyms | Identify words with similar or equal meaning |
| Antonyms | Identify words with opposite meanings | |
| Appropriate Word | Select the word that fits a sentence and gives the desired connotation | |
| Multimeaning Words | Multimeaning Words | Evaluate the appropriateness of words when their meanings shift |
| Words in Context | Words in Context | Use context clues to determine words missing from passages and unfamiliar words within passages |
| Terra Nova Skill | Sub-skills | Objective(s) |
| Science Inquiry | Ability |
1. Participate in simple experiments using observations and record date 2. Develop skills using computers, calculators, rulers, scales, thermometers, and microscopes |
| Understanding | Recognize that scientific investigations involve asking and answering a question and comparing the answer with what scientists have already discovered | |
| Physical Science | Properties of Objects & Materials |
1. Recognize that objects have observable properties including size, weight,
shape, color, temperature, and ability to react with other substances 2. Recognize the basic tools of science, such as metric ruler, balance scale, magnifying lens, etc., for determining the measurable and observable properties of matter 3. Recognize that materials exist in different states: solid, liquid, and gas, and can be changed from one state to another (i.e., evaporation, condensation) 4. Recognize that the state of matter will change at freezing point and boiling point |
| Magnetism |
1. Recognize that magnets attract and repel each other and certain other
materials 2. Recognize that magnets exert a force on certain materials |
|
| Motion & Forces |
1. Recognize the relationship between forces and motion 2. Recognize simple machines and their uses 3. Recognize that the motion of objects is affected by friction 4. Recognize that vibrating objects produce sound 5. Recognize that light travels in a straight line unless it strikes an object 6. Recognize that the position of an object can be described by locating it relative to another object or the background |
|
| Energy |
1. Recognize that the Sun applies heat and light energy to the Earth 2. Recognize that light can be reflected, refracted, and absorbed by different materials 3. Recognize the characteristics and behaviors of light energy and sound energy 4. Recognize that energy exists in many forms 5. Recognize that heat can be produced in many ways (i.e., burning, rubbing, mixing substances) 6. Recognize that electricity in circuits can produce light, heat, sound, and magnetic effects |
|
| Life Science | Characteristics of Organisms |
1. Recognize that organisms have basic needs (i.e., air, water, and food for
energy) 2. Recognize that all organisms are made of one or more cells 3. Recognize basic cellular structures that plant and animal cells share 4. Recognize the differences among cells, tissues, organs and system 5. Recognize the relationships among organisms in a specific ecosystem (i.e., pollination and seed dispersal) |
| Diversity & Adaptation of Organisms |
1. Recognize that organisms can only survive in environments where their
needs can be met or where the organism can adapt to the changes in the
environment 2. Recognize that plants or animals are grouped according to similarities and the differences in their characteristics 3. Recognize that there are characteristics that help organisms adapt and survive in their environments 4. Recognize that fossils show connections between organisms that live in the present 5. Recognize that organisms can become extinct |
|
| Cell Structure & Function | ||
| Life Cycles |
1. Recognize that all living things have life cycles (including birth,
developing into an adult, reproducing, and dying) 2. Recognize that reproduction is necessary for the survival of a species 3.Recognize that certain characteristics are passed from parents to offspring |
|
| Populations & Ecosystems |
1. Recognize that plants and animals serve different functions in their
environments 2. Recognize that animals eat plants or other animals for energy and may use plants or other animals for shelter/nesting 3. Recognize that there relationships among organisms in a specific ecosystem 4. Recognize that organisms are impacted by and are able to change with their environment 5. Recognize the relationships within food chains |
|
| Organism & Environment | ||
| Regulations & Behavior | ||
| Earth & Space Science | Objects in the Sky |
1. Recognize that objects in the sky have identifiable characteristics
(i.e., appearance, location, and apparent motion) 2. Recognize that there are positional relationships of the Earth, Sun and Moon (i.e., rotation, revolution) 3. Sequence the order of our solar system's planets from the Sun 4. Recognize that the Sun is a star and stars are innumerable, unevenly dispersed and of unequal size and brightness 5. Recognize the patterns and movements of objects in space 6. Recognize that the Moon's light is reflected from the Sun, the Moon has phases, and the Moon has a 28-day cycle 7. Recognize the role of technology and careers related to the study of space |
| Changes in Earth/Sky |
1. Recognize that atmospheric conditions vary and can be measured 2. Recognize that landforms and water have effects on weather and climate 3. Recognize the basic components of the water cycle 4. Recognize that the Earth consists of solid rocks, soil, liquid water, and gases 5. Recognize that the Earth's surface changes slowly (due to erosion and weathering) and rapidly (due to landslides, earthquakes, and volcanic eruptions) |
|
| Earth in the Solar System/Universe | ||
| Properties of Earth's Materials |
1. Recognize the differences between renewable and nonrenewable resources 2. Recognize the components of the rock cycle and the forces that build and erode rocks 3. Recognize that Earth's resources can be recycled and conserved |
|
| Earth Systems/Resources | ||
| Science & Technology | Abilities of Technological Design | Recognize the sequence of five stages including stating the problem, designing an approach, implementing a solution, evaluating the solution, and communicating the problem, design, and solution |
| Understanding About Science & Technology |
1. Recognize that science is one way of answering questions and explaining
the natural world 2. Recognize that scientists, often working in teams, use tools to make observations, measurements, and investigations and share findings with others |
|
| Natural/Synthetic | Categorize that all objects either occur in nature or have been designed and made by people to solve human problems | |
| Personal & Social Perspectives in Science | Natural Resources |
1. Recognize that resources are natural and man-made 2. Recognize that supply of many resources is limited and can be extended through recycling and decreased use |
| Environmental Quality |
1. Recognize that changes in the environment can occur naturally or can be
influenced by humans (volcanic eruptions, forest fires) 2. Recognize that some environmental changes occur slowly and others occur rapidly |
|
| Nature of Science | Nature of Science | Recognize that although men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much more remains to be understood |
| Terra Nova Skill | Sub-skills | Objective(s) |
| Geographic Perspectives | Location, Place, Regions |
1. Identify map skills 2. Introduction of communities and neighborhoods |
| Human Environment Interaction |
1. Identify basic needs and goods and services 2. Discuss customs 3. Build citizenship skills |
|
| Process/Investigation |
1. Understanding how to read scales, directions, and hemispheres 2. Investigate natural resources and climate |
|
| Historical & Cultural Perspectives | Time, Continuity, Change | Be aware of the first communities such as Native Americans |
| People, Places, Events |
1. Locate the Native American Cultural regions (Southwest plains) 2. Recognize St. Augustine & Plymouth 3. Discuss interactions with Native Americans 4. Discuss settlement (colonization) in North America |
|
| Process/Investigation |
1. Build graphing skills 2. Discuss timelines 3. Compare/contrast mapping routes |
|
| Civic & Government Perspectives | Basic Concepts |
1. Be aware of community government 2. Be aware of the Constitution Congress, President, and Supreme Court |
| American Ideals, Citizenship | Learn about our nation's capitol and historical places across the country | |
| Democratic Processes, Structures |
1. Discuss the voting process 2. Be aware of the laws and rules in communities as well as the U.S. |
|
| Process/Investigation | Demonstrate predicting skills about upcoming events | |
| Economic Perspectives | Basic Concepts | Be aware of the differences in communities in rural, urban, and suburban areas |
| Production, Distribution, Consumption | Be aware of production from farming and industry | |
| Science/Technology/Society |
1. Be aware of assembly lines and manufacturing 2. Discuss transportation 3. Be aware of growth and change |
|
| Process Investigation |
1. Be aware of a population study 2. Discuss transportation mapping and flow charts |
Objectives courtesy of Bristol City Schools