Click on the Terra Nova skill to find helpful lesson plans and ideas for objectives.
| Language Arts | Math | Reading |
| Science | Social Studies |
| Terra Nova Skill | Sub-skills | Objective(s) |
| Introduction to Print | Word Analysis | Identify initial, medial, and ending sounds |
| Sentence Structure | Subject/Predicate |
1. Pair subjects with appropriate predicates 2. Identify subject and predicate portion of sentence 3. Construct original sentences with complete subjects and predicates |
| Complete/Fragment/Run-On |
1. Identify complete sentences 2. Revise incomplete and run-on sentences 3. Arrange words in a logical order to form a complete sentence 4. Identify errors in sentence structure which are embedded in a written passage |
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| Sentence Structure | Identify a statement, a comma, a question, and an exclamation | |
| Writing Strategies | Relevance |
1. Identify parts of and write complete sentences 2. Recognize parts of and write friendly letters 3. Compare and/or contrast items |
| Sequences |
1.Compose a narrative with a main idea, three sets of details, and a
conclusion 2. Write in logical sequence with correct use of subject-verb agreement 3. Narrate events in sequence 4. Write a paragraph using sequencing and time-order words |
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| Topic Sentences | Create a topic sentence from a main idea | |
| Editing Skills | Usage | Identify appropriate use of verb tense, nouns, pronouns, and adjectives. |
| Punctuation |
1.Use end punctuation marks correctly. 2. Use commas correctly. |
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| Capitalization | Use correct capitalization of proper nouns, first words of sentences, and the pronoun | |
| Proofreading | Use editing marks to proofread spelling, grammar, and punctuation. | |
| Sentences, Phrases, Clauses | First Word |
1. Begin complete sentences with capital letters 2. Select the appropriate punctuation to complete sentences correctly from multiple choice. |
| End Word | Place the appropriate end mark at the end of complete sentences | |
| Writing Conventions | Proper Nouns |
1. Distinguish and identify common and proper nouns. 2. Begin proper nouns with capital letters. 3. Write the word "I" with a capital letter |
| Apostrophe |
1. Use an apostrophe to replace omitted letters in contractions. 2. Use an apostrophe to show possession with nouns. |
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| City/State |
1. Begin names of city and state with a capital letter. 2. Use a comma to separate city and state. |
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| Letter Parts |
1. Identify the five basic parts of a friendly letter. 2. Use capital letters appropriately. 3. Use commas and end marks correctly. 4. Construct the body of the letter as a coherent paragraph. |
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| Vowels | Long Vowels |
1. Identify the correct spelling of long vowel sound in words presented in
sentences and phrases 2. Recognize variant vowels by identifying the same vowel sounds as the underlined part of the stimulus word |
| Short Vowels |
1. Identify the correct spelling of short vowel sounds in words presented in
sentences and phrases 2. Recognize variant vowels by identifying the same vowel sounds as the underlined part of the stimulus word |
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| Schwa |
1. Recognize variant spellings of the schwa sound 2. Identify the same schwa sound as in the underlined part of the stimulus word |
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| r-controlled | Identify correct spelling of words containing vowels followed by an r in one syllable words pronounced as er, ar, and or | |
| Other Digraph |
1. Identify a word that contains the same digraph as presented in the
stimulus word 2. Recognize letter-sound associations for consonant digraphs |
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| Diphthong |
1. Identify a word that contains the same diphthong as presented in the
stimulus word 2. Recognize letter-sound associations for vowel diphthongs (oi, oy, oo) |
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| Consonants | Silent Letter | Identify correct spelling of a given word containing a silent consonant from a list of possible choices |
| Double Letter |
1. Identify correct spelling of a given word containing a double consonant
from a list of possible choices 2. Identify correct form of a one-syllable word, which doubles the final consonant before adding an ending |
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| Structural Units | Suffix | Identify correct spelling of words created by addition of suffixes (ful,less,ness,er, ing) |
| Homonym | Identify correct spelling of a homonym from a choice of clauses, phrases or sentences | |
| Structural Units | Identify correct spelling of word to be used to complete a sentence from possible choices including errors such as omission, substitution, insertion, and transposition of letters |
| Terra Nova Skills | Sub-skills | Objective(s) |
| Number & Number Relations | Counting | Count by 2's, 3's, 5's, 10's to 1,000 |
| Read/Recognize Numbers to 1,000 | Identify word names for numbers through 1,000 | |
| Compare/Order Numbers | Compare and order numbers to 1,000 | |
| Compare Fractions | Compare fractions | |
| Identify Money | Identify amounts of money made up of pennies, nickels, dimes, quarters, and half-dollars | |
| Determine Change | Determine change when purchasing an item | |
| Add/Subtract Money | Add or subtract money | |
| Ordinal Numbers | Identify ordinal numbers through twentieth | |
| Place Value | Identify groups of ones, tens, and hundreds to 1,000 | |
| Expanded Form | Write and identify numbers in expanded form to 1,000 | |
| Fractional Part |
1. Identify equal parts 2. Identify fractions that represent part of a whole and part of a group |
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| Equivalent Forms | Identify equivalent parts | |
| Odd, Even Numbers | Identify odd and even numbers to 100 | |
| Number Line |
1. Use a number line to find sums and differences to 100 2. Use a number line to determine sequence, greater and lesser |
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| Computation & Numerical Estimation | Adding Computation | Add 1-, 2-, and 3-digit numbers with and without regrouping |
| Addition Facts | Recall addition facts through 18 | |
| Subtracting Computation | Subtract 1-, 2-, and 3-digit numbers with and without regrouping | |
| Subtraction Facts | Recall subtraction facts through 18 | |
| Computation in Context | Use whole number operations to solve real world problems and choose appropriate operations (addition & subtraction) | |
| Problem Solving w/Charts | Use information from tables, charts, and graphs to solve problems involving addition and subtraction of whole numbers | |
| Compute Money Amounts | Compute money amounts in dollars and cents | |
| Compute Change | Compute money change amounts | |
| Operation Concepts | Model Problem Situation | Solve problems using a model or writing a number sentence |
| Operation Sense | Solve problems by choosing operations and identifying irrelevant information | |
| Inverse Operations | Use inverse operations to identify fact families to 18 | |
| Measurement | Appropriate Tool | Identify appropriate tools needed for measurement |
| Time |
1. Tell time to the hour, half-hour, five minute 2. Estimate time needed to complete an activity |
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| Calendar | Read a calendar by day, date, and sequential weeks of month | |
| Use Ruler | Estimate length and measure to the nearest inch, foot, and centimeter | |
| Customary Weight | Choose appropriate units of weight using customary units | |
| Metric Weight | Choose appropriate units of weight using metric units | |
| Temperature |
1. Estimate temperature 2. Read measurements to Fahrenheit degrees 3. Read measurement to Celsius degrees |
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| Volume, Capacity | Choose appropriate unit of capacity | |
| Geometry & Spatial Sense | Plane Figures | Identify plane figures |
| Solid Figures | Identify solid figures | |
| Congruence/Similarity | Compare congruent and similar figures | |
| Symmetry |
1. Identify symmetrical and non-symmetrical figures 2. Identify, demonstrate, and explain lines of symmetry 3. Demonstrate an understanding of symmetry by completing a symmetrical figure |
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| Visualization/Spatial Reasoning | Use manipulation to explore spatial relationships and patterns | |
| Data Analysis, Statistics & Probability | Read Bar Graph | Solve problems by making and using bar graphs by choosing the operation and by using data |
| Use Data to Solve Problems | Solve problems by using a table or picture | |
| Compare Data | Compare date using charts, graphs and pictures | |
| Probability | Make predictions and estimations of probable outcomes | |
| Patterns, Functions, Algebra | Geometric Pattern | Identify geometric patterns |
| Number Pattern | Identify and extend number patterns to 1,000 | |
| Problem Solving & Reasoning | Solve Non-Routine Problems | Solve problems by using a table or picture |
| Proportional Reasoning | ||
| Spatial Reasoning | ||
| Add Whole Numbers | No Regrouping |
1. Add basic facts with sums 1 to 18 2. Add two digit numbers 3. Use addition to check subtraction |
| Regrouping |
1. Add 2-digit numbers with regrouping 2. Add 3-digit numbers with regrouping |
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| Subtract Whole Numbers | No Regrouping |
1. Subtract basic facts to 18 2. Subtract two digit without regrouping |
| Regrouping | Subtract two digit numbers with regrouping | |
| Multiplying Whole Numbers | Multiply Whole Numbers | Multiply whole numbers 0-5 |
| Terra Nova Skill | 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 | |
| Analyze Text | Conclusions | Make inferences using information given in a written passage using story clues to make a decision |
| Story Elements/Character | Analyze characters' actions, traits, and feelings | |
| Literary Techniques | Read and be exposed to a variety of literary techniques such as figurative language, poetry, imagery, and humor | |
| Non-Fiction 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 | Fact/Opinion | Distinguish between statements that can be proven or statements that reflect personal beliefs |
| 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 and go beyond information given | |
| Critical Assessment | Use prior knowledge to assess and analyze information | |
| Identify Reading Strategies | Make Connections | Make connections between the text and his or her own knowledge and experience |
| Apply Genre Criteria | Determine the characteristics of types of literature (i.e., poetry, prose, and drama | |
| Vocabulary Strategies | Derive word meaning using structural or context clues | |
| Self-Monitor | Check 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 | |
| Graphic Strategies | Translate visual information to determine meaning of a passage | |
| Consonants/Single Blends, Digraphs | Blends | Identify sound/symbol (letter) associations for consonant blends by locating a word with the same beginning or ending consonant blend sound as the word given orally and/or writing. |
| Digraphs | Identify sound/symbol (letter) associations for consonant digraphs by locating a word with the same beginning or ending consonant digraph sound as the word given orally and/or in writing. | |
| Vowels | Long Vowels | Identify sound/symbol (letter) associations for a long vowel sounds as the word given orally and/or in written form. NOTE: the sound may or may not have the same spelling. |
| Short Vowels | Identify sound/symbol (letter) associations for a short vowel sounds as the word given orally and/or in written form. NOTE: the sound may or may not have the same spelling (i.e., bread and friend). | |
| r-controlled | Identify sound/symbol (letter) association for R-controlled vowels and use this knowledge to decode words in a passage. | |
| Diphthong | Identify sound/symbol (letter) association for diphthongs and use this knowledge to decode words in a passage. | |
| Other Digraph | Identify sound/symbol (letter) association for vowel digraphs and use this knowledge to decode words in a passage. | |
| Contractions & Compounds | Contractions | Identify a contraction and/or the two words that make that contraction. |
| Compounds | Identify and/or form compound words. | |
| Roots & Affixes | Root Words | Identify the root/base word from a given affixed word. |
| Suffix |
Identify the correctly written sentence containing the same word written in
different tenses or with different word endings. Example: 1. John jump over the fence yesterday. 2. The horse jumps the rails of the fence. 3. Grandpa and Grandma like to see me jumped. |
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| Word Meaning | Category | Group words with similar characteristics or concepts |
| Definition | Select the correct meaning of a word used in context | |
| Synonyms | Identify words with similar or equal meaning | |
| 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 needed for understanding a passage |
| Terra Nova Skill | Sub-skills | Objective(s) |
| Science Inquiry | Ability |
1. Ask questions that can be answered with scientific knowledge, combined
with own observations 2. Conduct simple experiments to answer questions 3. Employ the use of simple equipment and tools to gather data and extend the senses 4. Begin to communicate, analyze, and report work |
| Physical Science | Properties |
1. Classify objects according to size, weight, shape, color, etc. 2. Use tools for identifying simple properties (i.e., balance scale, rulers, and magnifying glasses) 3. Recognize that materials can exist in different states - solid, liquid, and gas 4. Recognize that changes in property can happen over time and under different conditions when matter interacts with other substances |
| Energy |
1. Understand that the Sun is the source of the Earth's energy, such as heat
and light 2. Acknowledge that light travels in a straight line until it strikes an object and is reflected or absorbed 3. Understand that energy exists in many forms: light, heat, electricity, and sound |
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| Magnetism | Recall that magnets attract and repel each other and certain kinds of other materials | |
| Motion & Forces |
1. Recognize wind is the force that does work 2. Recognize simple machines and their uses (i.e., push, pull, ramp, level & wheel) 3. Collect data of energy, create charts and graphs, and find patterns and relationships |
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| Life Science | Characteristics of Organisms |
1. Observe that living things are made up of smaller parts 2. Recognize that smaller parts of living things contribute to the operation or well-being of the organism (i.e., thumbs for grasping, beaks for feeding, roots for absorption, etc.) 3. Recognize that animals require air, water, and food; plants require air, water, and light 4. Understand that organisms use their senses to interact with their environment 5. Observe that the environment affects organisms living there |
| Diversity & Adaptation |
1. Recognize that plants and animals have external features that help them
thrive in different environments 2. Recognize similarities and differences among organisms (i.e., identify insects/arachnids, by the number of legs and body parts) 3. Classify animals as to thriving, endangered, or extinct |
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| Life Cycles |
1. Recognize that plants and animals have different life cycles that are
different for different organisms (i.e., butterfly, frog, and/or plant) 2. Recall that plants and some animals closely resemble their parents 3. Compare and contrast differences among plants and animals of the same kind |
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| Organisms & Environments |
1. Examine interconnections among plants, animals, and their environment
(i.e., oxygen/carbon-dioxide cycle, meat-eaters/plant-eaters); recognize
plants and animals depend upon other living things and their environment 2. Illustrate and label the basic parts of plants (i.e., flower, root, tem, leaves, and seeds) 3. Sort and classify living and nonliving things by their observable characteristics 4. Identify possible sources of pollution 5. Recognize that fossils will provide evidence that some organisms living long ago are now extinct |
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| Earth & Space Science | Objects in the Sky |
1. Recognize that different objects appear in the day and nighttime sky 2. Recognize that the Sun is the center of our solar system and provides heat and light to the Earth 3. Recognize that a telescope is a tool for observing distant objects 4. Demonstrate that day and night result from the rotation of the Earth relative to the Sun |
| Changes in the Earth/Sky |
1. Recognize that the surface of the earth changes by both slow and rapid
processes (natural events) 2. Recall that the sun appears to move across the sky from east to west 3. Investigate daily and seasonal weather changes 4. Determine how weather affects decisions people make about clothing and activities 5. Realize that temperature, precipitation, wind-speed, and direction affect weather 6. Recognize the tools used to determine temperature, precipitation, wind-speed, and direction.(i.e., wind sock, weather vane, thermometer) |
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| Properties of Earth Materials |
1. Recognize that Earth's materials consist of solid rocks, soils, liquid
water, and the gases of the atmosphere 2. Recognize that Earth's materials provide many of the resources that humans use like fossil fuels and building materials 3. Understand that Earth's resources can be recycled and conserved 4. Distinguish between natural and man-made objects 5. Recognize that things can be done to materials to change some of their properties (i.e., heating and cooling water and other materials; solutions, and materials that dissolve in water) 6. Recognize the age of Earth's materials can be determined by Earth's position |
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| Earth's History |
1. Recognize that fossils will provide evidence that some organisms living
long ago are now extinct 2. Identify a variety of landforms and bodies of water |
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| Earth in the Solar System | Identify the four basic phases of the moon: new, quarter, half, and full | |
| Earth's System/Resources | Realize that temperature, precipitation, wind-speed, and direction affect weather | |
| Abilities of Technological Design |
1. Develop the ability to explain a problem in own words and identify a
specific task and propose a solution 2. Use tools, techniques, and measurements when possible |
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| Understanding Science/Technology | Recognize that in science it is helpful to work with a team and to share findings | |
| Natural/Synthetic |
1. Recognize that some objects occur in nature, whereas others have been
designed and made by people to solve problems 2. Categorize items into groups of natural and man-made objects |
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| Personal & Social Perspectives in Science | Natural Resources |
1. Recognize that there are basic natural resources such as air, water, and
soil 2. Recall that other resources such as food, fuel, and building materials are produced from these basic resources 3. Recognize that the supply of resources is limited and can be extended through recycling |
| Environmental Quality |
1. Recognize that the changes in the environment can be natural or man-made 2. Realize that pollution is not a good change for the environment 3. Identify different types of pollution such as water, air, and noise |
| Terra Nova Skill | Sub-skills | Objective(s) |
| Geographic Perspectives | Location, Place, Regions | Identify map skills |
| Movement | Be aware of the various types of transportation | |
| Human Environment Interaction |
1. Identify basic needs, goods, and services 2. Discuss customs 3. Build citizenship skills |
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| Process/Investigation |
1. Build thinking and mapping skills 2. Have an understanding of reading scales, directions, and hemispheres 3. Investigate natural resources and climate; include geography and climate skills |
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| 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, and Jamestown 3. Discuss interactions with Native Americans 4. Discuss the Settlement (colonization) |
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| Process/Investigation |
1. Build graphing skills 2. Discuss timelines 3. Compare/contrast mapping routes |
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| Civics & 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 nation's capitol and historical places across the country | |
| Democratic Process, Structures |
1. Discuss the voting process 2. Be aware of the laws and rules in communities as well as the United States |
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| Process/Investigation | Demonstrate predicting skills about upcoming events | |
| Economic Perspectives | Basic Concepts |
1. Be aware of the differences in communities in rural, urban, and suburban
areas 2. Discuss earning, spending, and saving money |
| Production, Distribution, Consumption |
1. Be aware of production from farming and industry 2. Discuss buying goods that others make |
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| Science/Technology/Society |
1. Be aware of assembly lines and manufacturing 2. Discuss transportation 3. Be aware of growth and change |
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| Process/Investigation |
1. Be aware of a population study 2. Discuss transportation mapping and flow charts |