The student reads and comprehends text across the curriculum.
KS RE 08.1
Benchmark 1
The student uses skills in alphabetics to construct meaning from text.
KS RE 08.1.1
Benchmark 2
The student reads fluently.
KS RE 08.1.2
Indicator 1
The student reads fluently and expressively at instructional or independent levels.
KS RE 08.1.2.1
The teacher provides students with a model text that uses a variety of conventions and text features. Teacher guides students to identify significant conventions and text features and discuss how they might interpret a fluent oral reading of the text. Then, the class participates in a choral reading of the text. Next, the teacher presents students a similar text to interpret and read aloud independently or in pairs) fluently.
The teacher allows student to work with a partner. With a partner, students read a poem aloud such as Joyful Noise. Students use expression to convey the melodic flow of the poem.
The teacher gives the student samples of nonsense sentences to read aloud with punctuation to show pauses and end marks. Because they do not understand the meaning of the sentences organized in this manner, their rates slow and emphasis is placed on punctuation. Next, students are given samples of meaningful text with punctuation placed haphazardly. Again, to get the meaning, students must slow their rates and really read the content of each sentence. Finally, poems are used to help students pay attention to the "road signs" of punctuation in order to read expressively so listeners get meaning too.
The teacher asks students to compare sample passages that differ with regard to complexity of sentence structure. Class participation in a choral reading of the texts in order to illustrate the relationship between sentence structure and fluency. Students then independently select a text and prepare an oral recitation.
The teacher reviews strategies such as chunking and word families, and then uses stock phrases (for example: What does it look like?) to cue students when they do not recognize a word.
The teacher uses Directed Reading/Thinking Activity (DRTA) with student breaking a passage into smaller parts to slow reading rate in order to comprehend a longer passage about lightning. The teacher records what the students know, what they think they know, and what they think they'll learn. Finally, students write what they've learned refining their predictions into statements as the gather further information.
The teacher has students practice summarizing different text types. The teacher asks students to measure reading rate as they are reading text prior to providing a summary and then chart rates across types.
Benchmark 3
The student expands vocabulary.
KS RE 08.1.3
Indicator 1
The student determines meaning of words or phrases using context clues (e.g., definitions, restatements, examples, descriptions, comparison and contrast, cause and effect) from sentences or paragraphs.
KS RE 08.1.3.1
The teacher provides the student with a paragraph containing a nonsense word. Students state what they think the nonsense word means and what context clues they used to figure out the meaning.
The teacher reads or has the students read Flowers of Algernon, by Daniel Keyes and provides the student with a self-inventory selection sheet with vocabulary words from the text. The student uses symbols to mark words as: I know this word; I am vaguely familiar with the word; and I don't have a clue. These words are then encouraged within the reading and the student uses context clues, examples, or the dictionary to record definitions on a sheet. The inventory sheet is used to develop questions for vocabulary tests.
The teacher finds a text in which unfamiliar vocabulary words are involved. The teacher says each word correctly aloud and students repeat the word. The teacher makes a conscious effort over time to model the correct use and pronunciation of vocabulary so that students have the opportunity to hear the word used correctly. The teacher also provides students opportunities to practice using vocabulary words orally during on-going activities.
The teacher assigns students a task that requires them to locate and use reference materials in the classroom, school, and/or public library.
Indicator 2
The student determines meaning of words through structural analysis, using knowledge of Greek, Latin and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics, and social studies.
KS RE 08.1.3.3
The teacher has students investigate word origins as an aid to understanding meanings, derivations, and spellings, as well as influences on the English language.
The teacher has students work in a groups. Students use a list of root words and various prefixes and suffixes with their meanings. Students form words an then use the dictionary to determine the correctness of their words.
The teacher models creation of semantic webs that illustrate how Greek and Latin roots form the basis of English words. Students create their own semantic webs using Greek and Latin roots.
The teacher has the student work with a partner tracing the etymology of everyday words in order to complete a crossword development from their meaning.
Indicator 3
The student identifies and determines the meaning of figurative language including similes, metaphors, idioms, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism.
KS RE 08.1.3.4
The teacher has the student examine the work of American poets such as Edgar Allen Poe, Robert Frost, and Carl Sandburg for word relationships such as analogies, similes, and metaphors. Students then create their own word relationships modeled after the poets. Teacher groups students in pairs. Following a mini-lesson about derivations, students work in pairs tracing the etymology of everyday words to complete a crossword developed from their meaning.
The teacher provides students with a weekly log, in which students list three words which are new to them each week. They record the page, the sentence or context in which the word was used, the title of the text, and the date found. Next, the reader records a definition in his/her own words and a sentence using the correct meaning of the new word, thus creating his/her individual vocabulary list.
The teacher uses a vocabulary self-correction strategy, where the class selects words they would like to study from a selected text. Students discuss and record both denotative and connotative meanings of selected words in relation to the text.
Benchmark 4
The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
KS RE 08.1.4
Indicator 1
The student understands the purpose of text features (e.g., title, graphs/charts and maps, table of contents, boldface type, italics, glossary, index, headings, subheadings, topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists) and uses such features to locate information in and to gain meaning from appropriate level texts. Introduce footnotes and annotations.
KS RE 08.1.4.2The teacher provides students with packets containing directions for various household appliances, pamphlets from local extension offices on how to do various activities (e.g., cooking, pruning fruit trees, flower gardening, and etc.), and directions from several video games. After choosing a pamphlet, the student uses text, heading, and graphics from the pamphlet to summarize and rewrite in a user friendly format.
The teacher models skimming and scanning of a text that contains a variety of text features and discusses their purposes. Students then skim and scan a different text containing similar text features and explain how each feature contributed to their understanding of the text.
The teacher guides students through the creation of a semantic web listing students' prior knowledge of characteristics of technical text. (e.g., concise text, steps to follow, directions, procedures, illustrations, diagrams, etc.). Next, the teacher provides students with a variety of specific examples of technical texts (e g., assembly manual, recipe, memo, e-mail, instructions, web pages, brochures, newsletters, fliers, etc.) for students to analyze. Students use the sample texts to more fully developing the semantic web and their understanding of characteristics of technical text. This activity could be repeated for narrative, expository, and persuasive texts.
The teacher discusses prior knowledge using prediction maps (conceptual flow chart).
Indicator 2
The student generates and responds logically to literal, inferential, evaluative, synthesizing and critical thinking questions before, during and after reading the text.
KS RE 08.1.4.4The teacher models self-directed questions/discusses question types, then asks each small group to generate a different type of question based on the text just read.
Indicator 3
The student uses information from the text to make inferences and to draw conclusions.
KS RE 08.1.4.5
The teacher has the students make inferences or predictions about what could happen in the text after reading a chapter of The Red Badge of Courage by Stephen Crane. The Teacher has the students use a preview/anticipatory guide to predict what will happen next in a reading section. Students then read the story and draw conclusions. Teacher uses Discussion Web, Opinion Chart, Debate.
Indicator 4
The student analyzes how text structure (e.g., sequence, problem solution, comparison-contrast, description, cause-effect) help support comprehension of text.
KS RE 08.1.4.6The teacher models to the student that summarizing is restating or translating information into your own words. Then, after reading a "how to" article, the students summarizes and lists the steps in proper sequence.
The teacher provides student with a story organizer. As the students reads a story, novel, play, or folktale, the student takes notes on the graphic organizer containing beginning, middle, and ending information.
In social studies, the teacher has students work together to create at timeline that describes national events surrounding Kansas' becoming a state.
The teacher provides students with a Venn diagram to compare and contrast characters in a text. Students discuss how this structure helps them to understand the story.
Indicator 5
The student compares and contrasts varying aspects (e.g., character traits and motives, themes, problem-solution, cause-effect relationships, ideas and concepts, procedures, viewpoints, authors purposes, persuasive techniques) in one or more appropriate-level texts.
KS RE 08.1.4.7
The teacher reads folklores aloud to students. The teacher has students compare and contrast two stories. This activity can be used with any novel or short story.
In social studies, the teacher shows students an example of a civil lawsuit such as a product safety issue, public health issue, or a local issue and discusses with them the point of view of both sides.
The teacher uses the say anything strategy.
The teacher uses an informational text outline.
The teacher provides students with post-it notes or flags to mark places in the text related to characters' traits and motives. The student then develop a T-chart comparing the characters using the marked information details organizer.
Indicator 6
The student explains cause-effect relationships in appropriate-level narrative, expository, technical, and persuasive texts.
KS RE 08.1.4.8
The teacher models the use of cause-effect organizers. The student completes the organizer based on passages from multiple text types. The teacher has students use a yellow highlighter to mark the cause and a green highlighter to mark the effects on a copy of a passage. The students discuss how one cause can have multiple effects.
Indicator 7
The student uses paraphrasing and organizational skills to summarize information (e.g., stated and implied ideas, main events, important details) from appropriate-level narrative, expository, technical, and persuasive texts in logical order.
KS RE 08.1.4.9The teacher has the students complete a main idea wheel after reading a nonfiction essay or newspaper article. The students will place the topic and main idea in the center circle and will place details that will tell more about the main idea on spokes going out from the center.
The teacher has the students choose a paragraph from chapter 3 of Roll of Thunder, Hear My Cry by Mildred D. Taylor (once they are finished reading) and has them state the main idea of the paragraph and give three supporting details.
The teacher models how to use and gives the student a "fish bone" graphic organizer on which to record main idea and supporting details after reading a short story in class.
The teacher provides an article (e.g. gravity on the moon) for students to read with a partner. While reading the article, one student summarizes the first two paragraphs and the other restates what the first student said though he/she read before continuing to the next section. Students, then, reverse roles.
In social studies, the teacher provides primary and secondary information to students to learn about New Deal programs in Kansas. The teacher groups students into small groups. Student share their findings with the class. As a whole group discussion, the students summarize benefits or disadvantages to these initiatives.
The teacher uses a details organizer and sticky notes.
Indicator 8
The student identifies the topic, main idea(s), supporting details, and theme(s) in text across the content areas and from a variety of sources in appropriate-level text.
KS RE 08.1.4.10The teacher models the use of a QAR organizer and models the use of a details organizer.
The teacher provides the student with a unit on volcanoes. The Dog of Pompeii. The student also reads an expository piece from a science text or encyclopedia on the same subject. Based on what he/she read from the expository text, the student determines which events in the story could have actually happened.
The teacher has students read information about a particular project (e.g., Kansas History, sea slugs, hermit crabs, fads, or other topics). The student shares an oral presentation with the class.
The teacher has the student keep a daily reading log in the reading workshop with a special section set aside for recording examples of literary devices located in the text read for that week. One literary device is introduced each week through mini-lessons, and the student looks for examples in what he/she read inside and outside of class. At the end of the nine weeks, each student selects the best examples of the devices in the log. These are placed on poster board for the other classes to read. This generates interest in books and a little friendly competition among classes.
Indicator 9
The student explains the relationship between an author's use of literary devices in text (e.g., foreshadowing, flashback, irony, symbolism, tone, mood) and his or her purpose for writing the text.
KS RE 08.1.4.11
The teacher encourages the student to skim and scan challenging information while looking for general information after reading the text. The student will write specific key information on sticky notes. After the general information is noted, the student reads the section more in depth for comprehension. The class discusses differences in purpose for reading, comparing, scanning to reading in depth.
The teacher selects a text that has been adapted to a movie. Excerpts from the movie are used to illustrate literary devices in the text (for example, mood or use of a flashback). Students discuss how the use of the device helps to develop the story.
The teacher has the student read editorials written by other students regarding school uniforms to determine which point of view each editorial supports. The class discusses purpose for reading multiple by editorials.
The teacher encourages the students to write directions for a "how to" paper (e.g, tie your shoes, make a peanut butter and jelly sandwich, blow up a balloon, etc. Students trade papers and follow only the directions written to determine the paper's accuracy.
The teacher encourages students to negotiate, clarify, and defend positions in large and small group discussions.
Indicator 10
The student identifies the author s position in a persuasive text and describes techniques the author uses to support that position (e.g., bandwagon approach, glittering generalities, testimonials, citing authority, citing statistics, other techniques that appeal to reason or emotion).
KS RE 08.1.4.14
The teacher has the students read editorials written by other students regarding school uniforms to determine which point of view each editorial supports.
The teacher has the students make a list of the persuasive reasons to support their stance on an issue after reading an editorial about school uniforms.
Indicator 11
The student distinguishes between fact and opinion, and recognizes propaganda (e.g., advertising, media, politics, warfare), bias, and stereotypes of appropriate-level texts.
KS RE 08.1.4.15
The teacher uses a fact and opinion chart.
The teacher introduces a mini-lesson modeling sample of statements from a series of advertisements demonstrating fact and opinion. Working in groups, students review enlarged copies of advertisements to determine which statements are facts and which are opinions. Then, students develop their own ads for their favorite brand of tennis shoes utilizing both facts and opinions about the shoes. These are enlarged on poster board for the whole class to analyze and to determine the effectiveness of the use of fact and opinion.
The teacher models: challenging the text, fact and opinion chart and debate.
The student responds to a variety of text.
KS RE 08.2
Benchmark 1
The student uses literary concepts to interpret and respond to text.
KS RE 08.2.1
Indicator 1
The student describes different aspects of characters (e.g., their physical traits, personality traits, feelings, actions, motives) and analyzes how major characters are developed (e.g., through their thoughts, words, speech patterns, actions) and how they change over time.
KS RE 08.2.1.1
The teacher models character mapping and provides maps to help students prepare a book report.
Indicator 2
The student identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) and analyzes connections between the setting and other story elements (e.g., character, plot).
KS RE 08.2.1.2
The teacher models the use of a timeline chart and provides chart to help students prepare a book report.
Indicator 3
The student identifies major and minor elements of the plot (e.g., conflict, crisis/turning moment, climax, resolution, rising action, falling action, subplots, parallel episodes) and explains how these elements relate to one another.
KS RE 08.2.1.3
The teacher models the use of a plot map and provides a map to assist students in preparing a book report.
Indicator 4
The student recognizes aspects of theme (e.g., moral, lesson, meaning, message, author s ideas about the subject) and recurring themes across works e.g., bravery, loneliness, loyalty, friendship).
KS RE 08.2.1.4
The teacher assigns the student to read the Bridge to Terabithia by Katherine Patterson. They discuss in cooperative groups the them of the story and share their perceptions with the entire class.
The teacher uses the say anything strategy to have students share their perception of the story's theme with a partner.
The teacher models the use of Post-it notes to make notes and mark passages related to the theme.
Indicator 5
The student identifies the use of literary devices (e.g., foreshadowing, flashback, figurative language, imagery, symbolism) in a text and explains how the author uses such devises to help establish tone and mood.
KS RE 08.2.1.5
The teacher has the students keep a Double-Entry Reading Log during while the teacher reads The Diary of Anne Frank. Students divide their pages into two parts by drawing a line down the center of the page. On the left-side, students record quotes and/or stage directions that they find especially memorable or signify one of the literary devices. On the right side, students list the devices such as flashback or figurative language and their responses.
Using a timeline graphic organizer, the teacher encourages a classroom discussion on how the story might have been different if the author wouldn't have interrupted the plot and gone backward or forward in time during the story.
Benchmark 2
The student understands the significance of literature and its contributions to various cultures.
KS RE 08.2.2
The teacher has the students read about famous Kansans. Students describe the effect Kansas culture had on that well-known person (E.g., Barry Sanders, Emmett Kelly, Kristie Alley, Bob Dole, George Washington Carver, Amelia Earhart, Gordon Parks).
The teacher has students select from a book list examples of writings about the Holocaust. Everyone must read the Diary of Anne Frank and at least one of the following books about this time period: Night, Wiesel; The Hiding Place, Ten Boom; We Remember the Holocaust, Adler; I Am Fifteen and I Don't Want to Die Arnothy; Don't Say a Word, Hehrts; The Summer of My German Soldier, Greene or The Night Journey, Lasky. Students present book reviews orally in class with statements about whether the second text could confirm Anne Frank's descriptions about her experiences. This activity culminates with a field trip to see the play promotion of The Diary of Anne Frank.
In social studies, the teacher uses maps, graphs and databases to help answer questions concerning migration and diffusion during a particular time period. The students decide which types of maps, graphs and databases would be most helpful in answering the question and then present their findings.
The teacher uses a Venn diagram to compare and contrast characteristics.
The teacher models ways to recognize strategies used by media to inform, to entertain, and to transmit culture such as advertising, perpetuation of stereotypes use of visual representations, special effects, and language.
The students write effectively for a variety of audiences, purposes, and contexts.
KS RE 08.3
Benchmark 1
The students use writing as a tool for learning throughout the curriculum.
KS RE 08.3.1
Indicator 1
The student uses the writing process in various formats such as notes, outlines, lab reports, journal entries, research reports, speeches, business letters, poems, advertisements, procedures and steps to various projects in the content areas.
KS RE 08.3.1.1
The teacher has the students (before a field trip)write letters to representatives, senators, of the governor requesting a meeting time while the legislature is in session. Details about the trip, time schedules, and specific information students hope to gain that date should be included. Rough drafts are shared and students select the best letter to revise and send. When the trip actually take place, students know they will be writing thank you letters to those persons whom they met, so they take special notes of at least five things they learned or were impressed by on the trip. After revising drafts and making final copies, thank you letters are sent to Topeka.
The teacher has the students write reactions and reflections in journals during units of study in a selected content area.
Benchmark 2
The students use a writing process that includes preparing, drafting, revising, editing and publishing to produce a written text.
KS RE 08.3.2
Indicator 1
The student publishes a legible final copy.
KS RE 08.3.2.5
The teacher has the students type their final copy, using proper margins, title, heading, spelling, etc. Students may want to include a title page and illustrations A class-developed scoring guide may be used to show students the elements to be included.
The teacher has students use a graphic organizer webbing idea for video games, TV shows, inventions to make life easier, new kinds of bubble gum or places to visit to be used for future drafts.
The teacher encourages students to write a draft from a prewriting activity about the "worst" (e.g., holiday, babysitter, costume, roller coaster, grounding) experience.
The teacher has students work with peers or students from lower grades on their early writing projects. Editors develop a specific scoring guide for evaluating the writing process utilized by the sixth graders. Individual conferences and whole group conferences are held on how to generate ideas for writing, how to keep the topic from being too big, how important it is to revise, and how to proofread. The eighth graders are difficult task masters and in turn make themselves more accountable for their own work.
The teacher assists students in printing their draft on the computer and allows class time for them to share the draft with a partner to explain and reorganize an improved version.
Benchmark 3
The students use ideas that are well developed, clear and interesting.
KS RE 08.3.3
Indicator 1
The student produces multi-paragraph compositions that develop one theme.
KS RE 08.3.3.1
The teacher uses paragraph scaffolding.
The teacher uses webbing/mapping.
Benchmark 4
The students will use organization that enhances the reader's understanding.
KS RE 08.3.4
Indicator 1
The student writes introductions that engage the reader.
KS RE 08.3.4.1
The teacher has the students randomly select topics by picking them out of a hat and writing introductions about topics without saying exactly which topic they have chosen. The introduction must be interesting and tell as much about that subject as possible without giving the topic away.
Indicator 2
The student writes a cohesive piece with an introduction appropriate to a specific type of writing.
KS RE 08.3.4.2
The teacher has the students work in class on a "round robin" theme where students have the opportunity to write an introduction, supporting paragraphs, and a conclusion using someone else's theme. Students must complete all three parts of a writing project which is then shared with the class.
Indicator 3
The student writes supporting details presented in a logical order.
KS RE 08.3.4.3
The teacher has students in writing a narrative letter to the teacher justifying the grades they feel they have earned in the classroom. The students must explain their position and use supporting details.
The teacher asks students, after they have created make believe, labor saving devices to share the paragraphs written about the devices. Together, partners create a pamphlet guide detailing how to build the device or direction for how to operate it. Students must determine headings to bold within the pamphlet and include the sequential steps using effective transition words to describe the operation. Graphic illustrations are also encouraged and, when possible, models are built. Instructions must capture the audience, and conciseness of the information should be stressed as well.
Indicator 4
The student writes conclusions that are appropriate for a specific type of writing.
KS RE 08.3.4.5
The teacher provides students with story starters which they must resolve with believable conclusions that bring resolution to each starter.
Benchmark 5
The students use authentic and appropriate voice.
KS RE 08.3.5
Indicator 1
The student uses vocabulary and language forms to convey mood and personality (might include humor, suspense, sarcasm, cynicism, originality, and liveliness).
KS RE 08.3.5.1The teacher selects several excerpts from various writings to read aloud to the class. Students brainstorm and chart several words in different texts to make them interesting. Together the class categorizes the words on chart paper. Students select a category and write a story utilizing words from one of the categories or a category of their choice.
The teacher provides examples of several different genres exhibiting voice to student(s) using daily mini-lessons. Students are asked to describe the author or his emotions based on the samples shared in class. Examples of technical and expository writings are analyzed to determine appropriate voice for audience and purpose.
The teacher models to the students which voice is appropriate to various audiences.
Benchmark 6
The students use effective word choice.
KS RE 08.3.6
Indicator 1
The student chooses words and phrases appropriate for specific purposes and various audiences.
KS RE 08.3.6.1
The teacher asks students to write (as part of the community involvement) for the local newspaper. Articles should be about school news, upcoming events, student achievements, new staff, or other information to be shared with the community.
Indicator 2
The student chooses precise words such as powerful verbs, specific nouns, and vivid adjectives and adverbs that create images in the reader's mind.
KS RE 08.3.6.2
The teacher has the students listen to Out of the Dust by Karen Hesse. Students write a reflection on their response journal using imagery so the readers can visualize their writing. A different color can be used to highlight precise word (e.g, blue=powerful verbs, yellow=specific nouns, red=vivid adjectives).
Benchmark 7
The students use clear and fluent sentences.
KS RE 08.3.7
Indicator 1
The student varies sentence structure (e.g., simple, compound, and complex) and length of sentences for more effective writing.
KS RE 08.3.7.1
The teacher has the students listen to My Great-Aunt Arizona by Gloria Houston. Students brainstorm topics for writing. Following a small group discussion, students choose their topics and write pieces effectively using a variety of sentence structures and sentence lengths.
Indicator 2
The student writes with a natural flow.
KS RE 08.3.7.2
The teacher has students work with children's books with simple story lines to provide practice combining sentences. Dialogue is added wherever possible. Working with a partner, students create Big Books for lower elementary students. In the rough drafts students underline compound and complex sentences as well as literary devices to add variety to the story. Students practice aloud to get the flow desired for their work. The books are presented aloud with students expressively reading their books. Later, the books are given to an elementary class.
The teacher has students write believable dialogue between a brother and a sister arguing over who gets to use the phone. Students must demonstrate proper capitalization, punctuation, and paragraphing.
Benchmark 8
The students use standard American English conventions.
KS RE 08.3.8
Indicator 1
The student uses complete sentences, including compound and complex.
KS RE 08.3.8.1
The teacher encourages students when answering discussion questions after reading a selection, students write responses in complete sentences.
The teacher has the students brainstorm a topic and write a five paragraph narrative, persuasive, or expository theme.
Indicator 2
The student correctly uses a wide range of conventions such as spelling, end marks, commas, quotation marks, semicolons, colons, subject and verb agreement, and pronoun agreement.
KS RE 08.3.8.3
The teacher provides the students with Daily Oral Language lessons to practice a wide range of conventions.
The teacher assists the students in developing a Science Fair project which require a detailed explanation of the project using the scientific method. As a joint venture, the students develop the project in science class, but must write about the project in writing class. Peer editors are used to check for the technical format required as well as the proper use of grammar, capitalization, punctuation, usage, and paragraphing. The scoring guide developed by students for evaluating the written part of the project focuses no only on the scientific method by on the writing elements as well.
Benchmark 9
The students use a variety of modes of writing for different purposes and audiences.
KS RE 08.3.9
Indicator 1
The student writes expository pieces (e.g., lab reports, math projects, social studies reports, and summaries).
KS RE 08.3.9.3
The teacher has the students write a process theme (e.g., caring for a pet, building a model airplane, preparing their favorite food, loading a camera, applying make-up, kicking a field goal, or shooting a free throw).
The teacher has the students write a letter to parents justifying the use of a cell phone, paper, second phone line for them, a raise in allowance, or their own bedroom.
The teacher has the students write a letter describing the plans for an outdoor classroom day to the local reservoir. In order to accomplish this activity, students write a letter to the student council, building leadership team, site council, and the superintendent of schools. They must persuade all of the above to agree to the day. A cost sheet will be prepared including meals, transportation and any fees necessary to provide activities. Sponsors and teachers will be recruited as well as requesting services of the park rangers. Letter, memos, graphic designs for t-shirts, explanations, and request forms for students must be developed also. Although teachers help with the details, students will make their project and will be responsible for all of the developing, planning, and persuasive writing involved for the outdoor classroom activity.
Indicator 2
The student writes for the purpose of explaining.
KS RE 08.3.9.6
The teacher has the students write a paragraph explaining why they are late coming home, didn't pick up a sibling, clean their room, finish their homework, practice piano, or feed a pet.
The student applies reading and writing skills to demonstrate learning.
KS RE 08.4
Benchmark 1
The student uses effective research practices.
KS RE 08.4.1
Indicator 1
The student generates relevant, interesting, and researchable questions in order to create a thesis/hypothesis. Uses knowledge, comprehension, application, analysis, synthesis, and evaluation levels of questioning
KS RE 08.4.1.1
Indicator 2
The student locates appropriate print and non-print information using text and technical resources, including databases.
KS RE 08.4.1.2
Indicator 3
The student distinguishes between accurate and inaccurate or misleading information.
KS RE 08.4.1.3
Indicator 4
The student complies and organizes information and selects appropriate sources to support central ideas, concepts, and themes.
KS RE 08.4.1.4
Indicator 5
The student presents and defends findings and conclusions through a variety of media.
KS RE 08.4.1.5
Indicator 6
The student categorizes relevant information from multiple sources into major components (e.g., topics, subtopics).
KS RE 08.4.1.6
The teacher uses reciprocal teaching.
The teacher assigns topics for a panel discussion on South America to groups of students. Students utilize the library and various information texts to identify sources from which they could find information about their topic.
The teacher allows students to use text organizers such as overviews, headings, and graphic features to locate and categorize information.
In social studies, the teacher has the students research how Kansas generates revenue for state and local programs. Students also determine the following question: How effective are they and what concerns do citizens have about how the state collects revenue?
The teacher uses formal note-taking, outlining, graphic organizers.
The teacher has students organize and record new information in systemic ways such as notes, charts, and graphic organizers.
The teacher summarizes and organizes information.
In social studies, the teacher has the students research and write a story about one person's contribution in the Civil War. Once the stories are finished, the students present their findings to the class.
The teacher has students distinguish the purposes of various media forms such as information, entertainment, and persuasion.
The teacher uses a graphic organizer.
Indicator 7
The student documents sources of information using standard format.
KS RE 08.4.1.7
The teacher uses a graphic organizer/chart/form.
Benchmark 2
The student uses ethical research practices.
KS RE 08.4.2
Indicator 1
The student analyzes and understands implications of plagiarism (e.g., ethical, legal).
KS RE 08.4.2.1
The teacher explains the importance of citing the author and displays poster in room about importance of referencing the writer's works.
Indicator 2
The students expresses information in own words.
KS RE 08.4.2.2
The teacher models how to transform information in own words.
The teacher models appropriate note-taking strategies which include reference citations.
Indicator 3
The student constructs a bibliography with author, title, publisher, year, website name and address, and copyright date.
KS RE 08.4.2.4
The teacher asks students to write about a famous individual using correct references, labels, and citations.
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