The student reads and comprehends text across the curriculum.
KS RE 05.1
Benchmark 1
The student uses skills in alphabetics to construct meaning from text.
KS RE 05.1.1
Benchmark 2
The student reads fluently.
KS RE 05.1.2
Indicator 1
The student uses knowledge of conventions (e.g., question mark, exclamation point, commas, apostrophes, asterisks, ampersand) and text features to read fluently at instructional or independent reading levels.
KS RE 05.1.2.1
The teacher uses Punctuation Carousel for students who struggle with conventions or for review. Students create actions for each of the punctuation marks being studied. The students walk in a circle while the teacher reads a sentence. As each punctuation occurs in a sentence, the student performs the appropriate action.
The teacher has the students create a visual image that expresses the function of a given punctuation mark.
The teacher has the students participate in a paired reading experience. The listener evaluates the reader's use of inflection or pauses based on the punctuation marks used in the reading.
Indicator 2
The student reads expressively with appropriate pacing, phrasing, intonation, and rhythm of speech.
KS RE 05.1.2.2
The teacher uses Readers' Theater to provide oral experiences in fluency.
The teacher uses Paired Reading to provide practice in oral reading.
The teacher models for students while reading aloud by using a think aloud strategy.
The teacher uses repeated reading as a strategy to focus attention on pace, phrasing, intonation and rhythm. Students read and reread a text to increase fluency.
Indicator 3
The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels.
KS RE 05.1.2.3
The teacher creates sentences that are not fluent. Students read these sentences aloud and discuss the fluency. Students rewrite sentences to be more fluent and then read aloud again.
Indicator 4
The student uses a variety of word-recognition strategies (e.g., practicing words in isolation, practicing reading words in text, orthographic patterns) to read fluently.
KS RE 05.1.2.4The teacher uses Word Sorts. Students are given a variety of words and they sort them according to affixes, compounds, root words, etc. in order to focus on the patterns.
The teacher uses paired reading or repeated reading as a way to practice words in text.
Indicator 5
The student adjusts reading rate to support comprehension when reading narrative, expository, technical, and persuasive texts.
KS RE 05.1.2.5
The teacher has students read two pieces of text on the same theme but each in a different text type. After reading, students compare/contrast how they adjusted the rate for each and why. This process is repeated at various times throughout the year with contrasting text types.
The teacher selects a short passage of text in any of the four text types. Students are given a one minute time limit to read it. After reading, discuss how well they comprehended. Would their comprehension have increased with more time? Would it have increased if the text type were different (narrative vs. one of the other types)?
Benchmark 3
The student expands vocabulary.
KS RE 05.1.3
Indicator 1
The Student determines the meaning of words or phrases by using context clues e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs.
KS RE 05.1.3.1
The teacher facilitates students in the creation of posters that have each of the types of context clues defined with examples given. Students and teacher refers to this poster throughout the year.
The teacher creates Bellwork or Sponge Activities around context clues. For example, students are directed to find an example of the context clue, definition, in some text in the room.
In social studies, the teacher assists the students in making word puzzles for unfamiliar vocabulary terms.
Indicator 2
The student uses synonyms, antonyms, homophones, and homographs to determine the meaning of words.
KS RE 05.1.3.2
The teacher uses a drama strategy. The teacher assigns cooperative groups of three or four students a set of words. Each group member is given a role: Actor, Director, or Coach. The actor acts the word out. The Director distributes the words and directs the presentation. The Coach keeps the group on task and encourages. Roles change with each new word and groups present to their words to the class.
The teacher has students play Password as a way to focus on synonyms or antonyms. Students are paired and two pairs are selected to begin. One person in each pair is given a word and must "convey" the meaning of the word to his/her partner using synonyms or antonyms. Each pair takes turns giving clues. Audience members write down the words they would use to convey the hidden word to the partner. Students share their words after the word has been discovered. Pairs are rotated in after each round.
The teacher gives students an open-ended sentence such as "Amelia Bedelia is precocious." Students then come up with synonyms or antonyms that are also associated with the character, Amelia Bedelia. Any character can be used from literature being used in the classroom.
Indicator 3
The student uses reference materials (e.g., dictionaries, encyclopedias, atlases, glossary, thesaurus, on-line reference materials) appropriate to the task.
KS RE 05.1.3.3
The teacher asks students a question regarding in which resource the information would be found; the student indicates the resource in which to find the information.
The teacher chooses information to be researched at the interest level of the students, and creates a Scavenger Hunt which requires them to search for the appropriate reference material associated with a given question, NOT the actual research information.
Indicator 4
The student determines meaning of words through knowledge of word structure e.g., contractions, root words, prefixes, suffixes).
KS RE 05.1.3.4
The teacher uses Word Sorts to focus students' attention on various contractions root words, prefixes, and suffixes.
Indicator 5
The student determines the meaning of figurative language by interpreting similes, metaphors, idioms, analogies, hyperbole, onomatopoeia and personification.
KS RE 05.1.3.5The teacher has students create a visual example of the literal version of an idiom and then below the picture write the figurative meaning, or the figurative meaning is inferred by students in a Museum Walk.
The teacher uses direct instruction in similes and metaphors using graphic organizers. For example, the organizers for metaphors has four boxes; two at the topic, one in the middle and one at the bottom.
The teacher uses art work to help students visualize and create similes. Provide a picture such as Van Gogh's "Starry Night" and a three-column graphic organizer labeled Object, What it Makes You Think Of, and How it looks, sounds or moves. Model for students by saying, "the tree in this painting reminds me of flame." Complete the graphic organizer with students. "The object is the tree. It makes me think of a flame. A flame dances and flickers." After students have generated several examples for the organizer, they create a three-line poem that begins, "Welcome to Van Gogh's World where." Students complete the poem by selecting similes from the graphic organizer or creating new ones of their own. Welcome to Van Gogh's world where a tree dances and flickers like a flame..) This creates a good variety of work around a central theme and is wonderful to post around the room.
The teacher uses a variety of graphic organizers to help illustrate the various forms of figurative language.
The teacher uses examples from literature and creates a class book of figurative language.
Indicator 6
The student recognizes the differences between the meanings of connotation and denotation.
KS RE 05.1.3.6
The teacher takes examples from literature that shows positive and negative connotations about the same word (e.g., Laura Ingalls Wilder was a prolific author, or she was long-winded.)
The teacher can use a Semantic Feature Analysis with two of the categories being positive connotation or negative connotation.
The teacher has students write synonyms of a word, such as "thrifty," on Post-It Notes. Students then place the synonyms they generated in one of two categories labeled Positive Connotation and Negative Connotation. Class discusses what makes each positive or negative.
Benchmark 4
The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
KS RE 05.1.4
Indicator 1
The student identifies characteristic of narrative, expository, technical, and persuasive texts.
KS RE 05.1.4.1
The teacher labels four chart papers with each of the four text types. The teacher and students add characteristics as they are determined through class discussion and instruction.
Indicator 2
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) and uses such features to locate information in and to gain meaning from appropriate-level texts.
KS RE 05.1.4.2
The teacher creates a text Scavenger Hunt focusing on text features and their function within the text.
The teacher points out specific text features in a shared reading with students and initiates a discussion as to their purpose - especially for boldface type and italics.
During social studies, the teacher groups the students into groups of 3-4. The teacher gives each group a Kansas road map. Instructs the students in the groups to write questions that can be answered using the map, legend, scale, and grid system. They must also make an answer key to accompany their questions. The teacher compiles the questions and distributes them to the other groups to answer.
Indicator 3
The student uses prior knowledge, content, text features to make, revise, and confirm predictions.
KS RE 05.1.4.3
The teacher uses a K-W-L graphic organizer to focus on prediction use.
The teacher creates and models an Anticipation Guide to access prior knowledge and make predictions. Students record their thoughts and opinions, then read to check the accuracy of their prior knowledge.
The teacher models and uses a vocabulary strategy to help students activate prior knowledge. For narrative, students are given a list of words or phrases from the text. They must categorize the words according to story elements (setting, characters, events/actions, problem/goal, resolution, and theme). Once completed, they compose a written prediction about the text they will read. For expository, students are given a list of words or phrases from the text they will read. They must then categorize the words according to Problem/Solution (are the words part of the problem, or part of the solution?). They then write a written prediction about the piece they will be reading. Finally, regardless of text type, the students revise or confirm their predictions.
Indicator 4
The student generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text.
KS RE 05.1.4.4
The teacher uses higher order questions stems to assist students in question generation.
The teacher creates a set of six cards with each card representing one level of Bloom's Taxonomy. The teacher models by asking a question about the current text being read based on each of the respective cards. After practice, students could write their own questions using similar cards.
The teacher uses question/answer relationship.
The teacher models questioning through read aloud to class.
Indicator 5
The student uses information from the text to make inferences and to draw conclusions
KS RE 05.1.4.5
The teacher models making inferences and drawing conclusions by using a think aloud.
The teacher models making inferences and drawing conclusions by using optical illusions such as the "Old Lady/Young Lady.
Indicator 6
The student identifies text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect).
KS RE 05.1.4.6
The teacher finds short examples of each type of text structure (often easily located in a social studies or science textbook). The teacher and students analyze the text to determine the elements of each structure and why the author selected that particular type for that specific information.
The teacher creates or locates examples when the text structure isn't effective for the author's purpose.
Indicator 7
The student compares and contrasts varying aspects (e.g., character traits, themes, problem-solution, cause-effect relationships) in one or more appropriate-level texts.
KS RE 05.1.4.7
The teacher uses various compare/contrast graphic organizers such as a Venn Diagram, cause-effect, or problem-solution graphic organizer during social studies, has students compare and contrast the human characteristics, and physical processes and characteristics of two or more regions of the United States using compare and contrast charts, Venn diagrams, or other graphic representations.
The teacher provides students with Post-It Notes and as students read they put a Post-It with a frowning face when they identify a problem and a smiley face when they identify a solution. A sticky note with a baseball bat identifies a cause and one with a hit ball identifies an effect.
Indicator 8
The student links causes and effects in appropriate-level narrative, expository, and technical texts, and identifies signal words related to cause-effect relationships.
KS RE 05.1.4.8The teacher uses the ball and bat described in the previous instructional example to create posters for signal words.
The teacher has students work in pairs to determine Cause-Effect relationships in which students create the cause for a given effect or vice versa (e.g., _____________ because the sidewalk was wet. OR ________ so the sidewalk was wet. The ten-year-old shouted at his mother so,_________.) Students can create their own relationship puzzles for one another.
Indicator 9
The student retells main ideas or events as well as supporting details in appropriate-level narrative, expository, persuasive, and technical texts.
KS RE 05.1.4.9
The teacher models and uses graphic organizers such as Story Frames or an outline to retell text
The teacher models and uses SWBS or Somebody/Something Wanted But So. Somebody is the character or subject, wanted is the goal, but is the problem and so is the solution. Example: Goldilocks (Somebody) wanted some food (Wanted) but the porridge was too hot (But) so she tried the other bowl.
The teacher uses oral retellings using a variety of texts. Students can share in pairs or small groups rather than whole class.
Indicator 10
The student identifies the topic, main idea(s), supporting details, and theme(s) in appropriate-level texts.
KS RE 05.1.4.10
The teacher models and uses graphic organizers to help students visualize the relationship among topic, main idea and supporting details
The teacher facilitates students in an activity looking at the impact of supporting details on the main idea and topic. The teacher makes a large triangle out of yarn divided into three horizontal sections. Students are given cards with a detail on each one. For example, each student has a card with a different form of transportation. They place their card in the bottom of the triangle. The teacher asks students what major category the cards represent. Then what the cards are mainly about. The teacher asks certain students to take their card away and again asks what the cards are mainly about. This shows the relationship of the details to the main idea.
The teacher teaches the idea of theme by having students generate a list of movies all students have seen until they reach of list of 5. Then, students are divided into groups and asked to complete the statement, _________(movie title), a story about _______. For example, a group might complete this with, "E.T , a story about friendship." Students may need to work from a list of typical story themes from a wall chart: courage, equality, revenge, desire, dreams, imagination, suffering, family, loneliness, fears, prejudice, growing up, love, etc. the author's ideas about the subject).
In social studies, the teacher uses the text or other secondary sources to construct a table that summarizes geographic, political, economic, and religious reasons that brought settlers to Kansas.
Indicator 11
The student identifies the author's purpose .(e.g., to persuade, to entertain, to inform).
KS RE 05.1.4.11
The teacher creates 3 wall charts, a separate one for persuade, entertain and inform. Each chart has two column with one column labeled "If the Author Uses." and the other column labeled "The Author's Purpose Might Be." The chart is filled in as different texts are read. For example, the "persuade" chart might record, "If the author uses strong language and an arguing tone, the purpose might be to persuade." Additional characteristics are added as other texts are read and discussed by the class.
Indicator 12
The student establishes a purpose for reading (e.g., to be informed, to follow directions, or to be entertained, to solve problems).
KS RE 05.1.4.12
The teacher creates situations which require students to analyze a variety of texts and discuss their purpose. The teacher chooses a text to model with the students. Students read the piece of text and together the class completes an organizer entitled "If I Were the Author." This organizer poses four reflections which include: Things about this book/story that I would be proud of; Things about this book/story that I would change; The purpose I wrote this text for is.; and the words and phrases I used to give the reader signals about the purpose are. Following this, students are given another short selection of text to work through the same activity in pairs or small groups. This is an activity which can be repeated several times during the year.
Indicator 13
The student follows directions explained in technical text.
KS RE 05.1.4.13
The teacher provides a variety of opportunities for students to read technical text and follow the directions. For example, students read directions on how to program a DVD player. Discuss with students the strategies they used in reading the text to successfully complete the task. (Other examples, follow a recipe.
The teacher provides experiences for students to write directions. The teacher models effective technical writing by writing a set of directions for some type of activity. Students analyze teacher directions and give suggestions for improvement. After, students create a list of criteria for writing effective directions This list is then used to guide students in writing their own set of directions for an activity of their choosing. Once completed, students trade examples and attempt to follow the directions written by their peers. A debriefing discussion should follow about why the directions were or were not effective and how they might be changed.
Indicator 14
The student identifies evidence that supports conclusions in persuasive text.
KS RE 05.1.4.14
The teacher uses graphic organizers to help students visualize evidence and support. The teacher chooses a piece of persuasive text, and models for the class the process of looking for the support for the authors viewpoint or for a conclusion draw from the author's text. A two-column graphic organizer can be used to help students see the connection between evidence and conclusions. One column is labeled viewpoint or conclusion and the second is labeled support The teacher moves through the text thinking aloud as he/she draws conclusions about the author's viewpoint and then points out the support found in the text. After modeling, students work in groups working through the same activity.
Indicator 15
The student distinguishes between fact and opinion, and recognizes propaganda e.g., advertising, media), bias, and stereotypes in various types of appropriate-level texts.
KS RE 05.1.4.15
The teacher uses media (videotape commercials, magazine and newspaper ads, etc.) to help illustrate for students the differences among a variety of propaganda techniques such as bandwagon, either/or, oversimplification, circular thinking, loaded words, etc.. Definitions can be created or given for each of the techniques being studied. Students then view a commercial, look at a newspaper ad, or a billboard and analyze it looking for the techniques being used. The teacher should preview the material used and evaluate the use of propaganda ahead of time. A class discussion can follow. This activity can be used several times with various techniques.
The teacher provides students with a short piece of nonfiction text and four note cards. Students read the text and identify three facts they find within it, as well as one opinion. Students pair up and compare the facts and opinions they found.
The student responds to a variety of text.
KS RE 05.2
Benchmark 1
The student uses literary concepts to interpret and respond to text.
KS RE 05.2.1
Indicator 1
The student identifies and describes characters' physical traits, personality traits, and feelings, and explains reasons for characters' actions and the consequences of those actions.
KS RE 05.2.1.1
The teacher organizes a game called Hot Seat. In this activity, students are divided into cooperative groups and each group is assigned a character from the selection of literature being read. Each group is charged with the mission of becoming an "expert" on the character they are assigned. They should identify and describe their character's physical traits, personality traits, feelings about self and other characters or events, and the reasons for their actions during the story. A graphic organizer can be helpful for this stage of the activity. A second mission of the group is to come up with a variety of questions they would ask about the other characters. Question stems are important to have for this portion of the activity. After groups have had time to develop their expertise, one group is asked to come to the front of the room to be put on the "Hot Seat." The selected group sits in a semi-circle facing the class while the audience poses questions. As each question is asked, the group puts their heads together to come up with a team answer and select one member to share it. This activity generally takes more than one day to complete. It is worthwhile because it provides security in participation due to the "group answer" and focuses on a wide range of questioning from simple recall to in-depth analysis.
Indicator 2
The student identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) and explains the importance of the setting to the story or literary text.
KS RE 05.2.1.2
The teacher models how vocabulary implies the setting of a story or literary text. The teacher chooses an excerpt of text and photocopies it onto an overhead, aswell as having a hard copy for students. The teacher thinks aloud while moving through the text and highlighting or underlining the vocabulary that implies the environment, time of day/year, historical period, culture, situation, or place. After, the students are provided with another selection and asked to work with a partner to repeat the process with the new text.
The teacher allows students to create illustrations of the text using a variety of art mediums.
Indicator 3
The student identifies and describes the major conflict in a story and major events related to the conflict (e.g., crisis/turning moments, climax, resolution).
KS RE 05.2.1.3
The teacher models the use of a story map graphic organizer that focuses on those elements related to plot including the events that led up to the conflict, the conflict, turning moments, the climax and the resolution.
The teacher models the use of sticky notes as a strategy to help students label turning moments in a text. The teacher selects a story and models for the student how to move through the text identifying and marking with a sticky note those turning moments in the text.
Indicator 4
The student understands that theme refers to the main idea (implied or stated), meaning of a selection, and includes the author's ideas about the subject.
KS RE 05.2.1.4
The teacher facilitates students in an activity looking at the impact of vocabulary words and phrases on the theme of a selection. The teacher makes a large triangle out of yarn divided into two horizontal sections. Students are given cards with a word or phrases from a story on each one. All students place their card in the bottom of the triangle. The teacher asks students what major category the cards represent (e.g., friendship, loyalty, prejudice). The teacher asks certain students to take their card away and again asks what the cards are mainly about. This shows the relationship of the details to the theme.
Benchmark 2
The student understands the significance of literature and its contributions to various cultures.
KS RE 05.2.2
Indicator 1
The students understands the effects history and cultures may have on works of literature.
KS RE 05.2.2.1
The teacher uses author studies as a way to look at how the culture effects literature.
The teacher uses books from specific eras in history to determine the impact on literature. Teacher and students look at the themes and topics of the books and discuss what was going on in history during that time.
Indicator 2
The students compares and contrasts various languages, traditions, and cultures found in literature.
KS RE 05.2.2.2
The teacher has the students write evaluations on which book (listed below under notes) most affected them. Students give specific reasons why they chose the selection. References to the text include quotations are made.
(See grade 4.)
Indicator 3
The student makes connections between specific aspects of literature from a variety of culture and personal experiences.
KS RE 05.2.2.3
The teacher has students draw a picture of their home from the US and compare it with homes from other cultures or areas of the US.
The teacher reads If You're Not From the Prairie and discusses the special characteristics of the area. Students then research a part of the US or another country and create their own poem based on the format of the book.
The students write effectively for a variety of audiences, purposes, and contexts.
KS RE 05.3
Benchmark 1
The students use writing as a tool for learning throughout the curriculum.
KS RE 05.3.1
Indicator 1
The student writes notes, outlines/graphic organizers, narratives, journal entries, learning logs and self-reflections while learning in content areas.
KS RE 05.3.1.1
The teacher assigns research projects and/or oral/written prompts to check for understanding across the curriculum.
Benchmark 2
The students use a writing process that includes preparing, drafting, revising, editing and publishing to produce a written text.
KS RE 05.3.2
Indicator 1
The student uses prewriting strategies to organize ideas on a topic or a prompt.
KS RE 05.3.2.1
The teacher use graphic organizer and pre-questioning.
Indicator 2
The student writes a draft with an introduction, body, and conclusion.
KS RE 05.3.2.2
The teacher use word organizer.
Indicator 3
The student revises the draft for content and edit for conventions including spelling.
KS RE 05.3.2.3The teacher use sentence structure strips.
Indicator 4
The student uses assessment techniques on revised copy.
KS RE 05.3.2.4
The teacher encourages self-editing skills.
Indicator 5
The student publishes a legible final copy.
KS RE 05.3.2.5
The teacher encourages student to produce a final copy on the computer.
Benchmark 3
The students use ideas that are well developed, clear and interesting.
KS RE 05.3.3
Indicator 1
The student selects a topic from a generated list of ideas (occasionally write about a given prompt).
KS RE 05.3.3.1
The teacher provides students with a selection of topics from which to write.
Indicator 2
The student maintains focused writing throughout the text.
KS RE 05.3.3.2
The teacher uses a graphic organizer.
Indicator 3
The student includes details to develop main idea.
KS RE 05.3.3.3
The teacher uses literature to model a clear main idea with supporting, interesting details to support the topic.
Benchmark 4
The students will use organization that enhances the reader's understanding.
KS RE 05.3.4
Indicator 1
The student uses a variety of organizational strategies such as webbing or concept mapping.
KS RE 05.3.4.1
The teacher uses webbing/concept map.
Indicator 2
The student writes a piece with a clear introduction, body, and conclusion.
KS RE 05.3.4.2
The teacher uses Venn diagram.
Indicator 3
The student uses paragraphs to allow ideas to flow smoothly within the writing piece.
KS RE 05.3.4.3
The teacher uses self-evaluation and questioning.
The teacher models how to write a 5 paragraph essay with effective introduction/conclusion, transitions, and sequencing.
The teacher uses literature/text to model exemplary organization.
Benchmark 5
The students use authentic and appropriate voice.
KS RE 05.3.5
Indicator 1
The student reflects personality and mood in writing.
KS RE 05.3.5.1
The teacher brainstorms mood words with students before they write.
Indicator 2
The student writes with an awareness of the reader.
KS RE 05.3.5.2
The teacher encourages student to select an audience before writing.
The teacher uses literature to model exemplary voice.
Benchmark 6
The students use effective word choice.
KS RE 05.3.6
Indicator 1
The student chooses words and phrases for purposes and audiences (family, peers, teachers, community).
KS RE 05.3.6.1
The teacher uses word map.
Indicator 2
The student uses words that are vivid, powerful and specific.
KS RE 05.3.6.2
The teacher uses word map and note cards.
Benchmark 7
The students use clear and fluent sentences.
KS RE 05.3.7
Indicator 1
The student writes sentences that vary in length and structure making the reading pleasant and natural.
KS RE 05.3.7.1
The teacher promotes writing of the initial draft to read and sound natural.
Indicator 2
The student writes sentences that are grammatically correct and easy to read aloud.
KS RE 05.3.7.2
The teacher encourages student to first write down thoughts and second to write out sentences for the initial thoughts.
Indicator 3
The student writes sentence beginnings that relate to and build upon previous sentences.
KS RE 05.3.7.3
The teacher models the scaffolding of sentence building.
Benchmark 8
The students use standard American English conventions.
KS RE 05.3.8
Indicator 1
The student correctly uses a range of standard writing conventions.
KS RE 05.3.8.1
The teacher use scavenger hunt for conventions.
Indicator 2
The student uses standard writing conventions with accuracy and style to enhance meaning.
KS RE 05.3.8.2
The teacher models the use of conventions to enhance writing.
Indicator 3
The student uses accurate and correct spelling.
KS RE 05.3.8.3
The teacher promotes the use of the dictionary and thesaurus.
Indicator 4
The student uses appropriate paragraphing.
KS RE 05.3.8.4
The teacher models the use of correct and proper paragraphing.
Benchmark 9
The students use a variety of modes of writing for different purposes and audiences.
KS RE 05.3.9
Indicator 1
The student writes for a specific purpose and audience.
KS RE 05.3.9.1
The teacher has students determine the audience before writing.
Indicator 2
The student writes descriptive pieces (e.g., poetry and journal entries).
KS RE 05.3.9.2
The teacher encourages students to write poetry after reading poetry written from various authors.
Indicator 3
The student writes narrative pieces (e.g., personal narratives, letters, notes, fairy tales and tall tales).
KS RE 05.3.9.3
The teacher uses story maps.
Indicator 4
The student writes expository pieces (e.g., written directions, book and research reports).
KS RE 05.3.9.4
The teacher uses summarizing.
Indicator 5
The student writes persuasive pieces (e.g., personal opinion).
KS RE 05.3.9.5
The teacher uses team sharing of ideas.
Indicator 6
The student writes technical pieces (e.g., technical reports and descriptions of processes).
KS RE 05.3.9.6
The teacher has the student write the directions from his/her home to the school.
The teacher uses literature (narrative, expository, technical, persuasive) to identify and write for different purposes/audiences.
The students apply reading and writing skills to demonstrate learning.
KS RE 05.4
Benchmark 1
The student uses effective research practices.
KS RE 05.4.1
Indicator 1
The student determines focus of research from information gathered from multiple sources.
KS RE 05.4.1.1
The teacher in collaboration with the Library/Media Specialist prepares a bibliography based on a specific topic. Students analyze the bibliography and determine the focus of the research.
Indicator 2
The student formulates and revises questions at knowledge, comprehension, application, and analysis levels for investigations, including questions arising from personal interests and classroom topics.
KS RE 05.4.1.2
The teacher in collaboration with the Library/Media Specialist explains the benefits of questioning by leading them through an activity illustrating the three types of questions (literal, interpretive and application) and the thinking involved. Ask students the following three questions or others of your choosing asking them to answer and to think about their thinking as they answered each one. 1) In the story, Goldilocks and the Three Bears, what were the three bears eating for breakfast; 2) Why was baby bear so upset when he came home?; 3) Why is it wrong to go into someone's house when they are not home? The teacher facilitates a discussion about what kind of thinking is involved in each level of questioning. Which are the most interesting? Which take the most time? How do they differ? How are they the same?
Indicator 3
The student determines a variety of possible sources.
KS RE 05.4.1.3
The teacher in collaboration with the Library/Media Specialist asks the Library/Media Specialist to show students around the library and introduce them to all the possible sources of materials available to them.
Indicator 4
The student uses multiple sources (e.g., electronic texts, experts, print) to locate information relevant to research questions.
KS RE 05.4.1.4
The teacher in collaboration with the Library/Media Specialist has the students write the difference between resources and which pieces of information can be found in each.
The teacher in collaboration with the Library/Media Specialist prepares note cards with various questions such as, "Where would you locate information about the tallest mountain in the US? Which is the smallest planet? How tall are walnut trees? What is the capital of Italy?" The teacher provides areas on the board or other space with categories labeled Atlas, encyclopedia, dictionary, internet, etc. Students then place their card under the appropriate category heading.
Indicator 5
The student summarizes and organizes information from multiple sources.
KS RE 05.4.1.5
The teacher in collaboration with the Library/Media Specialist models use of a Pizza Summary to help students summarize information. Teacher selects two pieces of nonfiction text that are on the same topic. After students have read the text, the teacher guides students to determine the "big ideas" found in the text. These big ideas are recorded on the ring of the pizza crust. The details go into each slice.
Indicator 6
The student organizes and presents information in both oral and written forms.
KS RE 05.4.1.6
The teacher in collaboration with the Library/Media Specialist provides experiences that require students to organize and present information in both oral and written forms.
Indicator 7
The student categorizes relevant information from multiple sources into major categories (e.g., topics, subtopics).
KS RE 05.4.1.7
The teacher in collaboration with the Library/Media Specialist selects a topic which he/she has researched from various sources. The teacher will write information about the topic on several 3" x 5" strips of overhead film. The information will have been selected by the teacher in order to have the students determine the topics and subtopics. The teacher will divide a full sheet of overhead film horizontally in two writing the word TOPIC on the top half of the sheet and SUBTOPIC on the bottom half. Then, the teacher will use the 3" 5" information strips and have the students determine whether the information on each strip is a topic or a subtopic. Once the students have selected the proper location for the strips, the teacher will place the strip onto the full sheet of the overhead sheet titled TOPIC and SUBTOPIC. The 3" x 5" strips can be used and manipulated to show how the subtopics are related to the topics. (see graphic organizer #??). The teacher will explain to students that the information on the 3" x 5" strips are information used from his/her from note-taking strategies The teacher will show the connection between the topics and subtopics with the arrows pointing from the topic to the subtopic.
The teacher in collaboration with the Library/Media Specialist uses the writing tree graphic organizer to demonstrate how to categorize information into major categories of topic and subtopic.
Benchmark 2
The student uses ethical research practices.
KS RE 05.4.2
Indicator 1
The student identifies what constitutes plagiarism.
KS RE 05.4.2.1
The teacher in collaboration with the Library/Media Specialist consistently discusses plagiarism and holds students accountable for acts of plagiarism.
Indicator 2
The student expresses information in own words using appropriate details in simple and compound sentences.
KS RE 05.4.2.2
The teacher in collaboration with the Library/Media Specialist models the importance of expressing information in students' own words. The teacher will read a one-page excerpt to the students as the students follow along on a copy. Once the teacher has finished reading the excerpt, the students will be paired strong student with weaker student) to read the same excerpt with a partner. After reading, the students will orally summarize the excerpt with their partner. When the students have been given an opportunity to read to several other students, the teacher will collect the copies excerpt and have the students write a detailed description of the information in their own words.
Indicator 3
The student identifies references for all information used or reproduced from sources.
KS RE 05.4.2.3
See instructional example below.
Indicator 4
The students constructs a simple bibliography with author, title, publisher, year, website name and address, and copyright date.
KS RE 05.4.2.4
The teacher in collaboration with the Library/Media Specialist has the students construct a simple bibliography including the author, title, publisher, year, copyright date or the Web site name and address as part of a report on a famous person.
The teacher in collaboration with the Library/Media Specialist has the students create a memory cue of a visual, symbol, sound or action for each of the components of a bibliography. For example, for the word author, the action may be someone writing in the air; the visual might be a drawing of a pencil; the sound may be someone imitating the sound of typewriting. The teacher divides the class into three groups. The students decide which category they want to work with and create their symbol, sound or action. Then, the students share their work with the other groups. The students are then divided into groups of four and are asked to make a bibliography of the team's favorite books using the components of a bibliography. Teams check their work using one of the memory cues they have created.
Learners will participate effectively as listeners within formal and informal groups.
Benchmark 1
The effective listener is attentive.
Indicator 1
The students focus attention on the speaker/message.
Benchmark 2
The effective listener recognizes/identifies verbal and nonverbal cues accurately.
Indicator 1
The students recognize that verbal and nonverbal cues work together.
Benchmark 3
The effective listener understands the message.
Indicator 1
The students accurately follow multiple-step directions.
Indicator 2
The students answer questions related to message.
Benchmark 4
The effective listener remembers and applies content of the message.
Indicator 1
The students accurately complete a task.
Indicator 2
The students apply knowledge in a new context.
Indicator 3
The students remember significant details.
Benchmark 5
The effective listener analyzes/evaluates the message.
Indicator 1
The students predict various outcomes.
Indicator 2
The students draw appropriate conclusions with supporting details.
Indicator 3
The students identify the purpose of the message.
Indicator 4
The students describe exaggeration and distortion and their effects.
Indicator 5
The students receive criticism and compliments appropriately.
Benchmark 6
The effective listener participates appropriately in small groups.
Indicator 1
The students pay attention when others are speaking.
Indicator 2
The students avoid distracting or interrupting others.
Indicator 3
The students give verbal and nonverbal responses that indicate attention to the topic of discussion, such as asking relevant questions.
Indicator 4
The students repeat/summarize comments made by others.
Indicator 5
The students recognize the existence of differing viewpoints of others.
Learners will demonstrate skills in viewing for a variety of purposes.
Benchmark 1
The effective viewer is attentive.
Indicator 1
The students focus attention on visual messages.
Benchmark 2
The effective viewer recognizes/identifies the cues of visual messages transmitted through objects, images, sounds, and words.
Indicator 1
The students recognize the appropriate meaning of visual messages.
Indicator 2
The students demonstrate awareness of elements of visual messages, such as material and equipment used in a science experiment.
Indicator 3
The students use context cues to determine meaning of complex or unfamiliar visual messages.
Benchmark 3
The effective viewer understands visual messages.
Indicator 1
The students answer increasingly complex questions related to visual messages.
Indicator 2
The students describe visual messages in detail.
Indicator 3
The students seek clarification.
Indicator 4
The students interpret the meanings of visual messages.
Benchmark 4
The effective viewer remembers and applies content of visual messages.
Indicator 1
The students use components of visual messages to complete tasks.
Indicator 2
The students remember significant details from visual messages.
Indicator 3
The students apply knowledge from visual message in new visual contexts and products, such as maps, dioramas, models, and computer generated posters.
Benchmark 5
The effective viewer analyzes/evaluates visual messages.
Indicator 1
The students predict various outcomes.
Indicator 2
The students draw appropriate conclusions with supporting details.
Indicator 3
The students identify the purposes of visual messages.
Indicator 4
The students use external criteria to distinguish fact from fiction.
Indicator 5
The students identify the target of visual messages.
Learners speak effectively for a variety of audiences, purposes,
occasions, and contexts.
Benchmark 1
The effective speaker considers variables in the speaking situation (audience, purpose, occasion, and context) that affect the composition of his/her message.
Indicator 1
The students recognize characteristics of their audience, such as group size, gender, and age.
Indicator 2
The students recognize different purposes for speaking, such as to inform, persuade, and entertain.
Indicator 3
The students recognize if the occasion and context are formal or informal.
Benchmark 2
The effective speaker participates in a variety of communication opportunities.
Indicator 1
The students reply to questions with appropriate verbal and nonverbal response behavior, such as phrases, sentences, and courteous nonverbal cues.
Indicator 2
The students initiate oral communication during appropriate times and situations.
Indicator 3
The students prepare and present individual oral reports.
Benchmark 3
The effective speaker produces a coherent message.
Indicator 1
The students use a topic sentence or other appropriate organizational device as a basis for planning and developing an oral report.
Indicator 2
The students express thoughts using phrases and complete sentences.
Indicator 3
The students give information related to the topic.
Indicator 4
The students stay focused on the topic.
Indicator 5
The students organize details in logical order.
Indicator 6
The students use language that is clear.
Benchmark 4
The effective speaker uses appropriate content for purpose, audience, occasion, and context.
Indicator 1
The students vary information presented according to the purpose, audience, and situation.
Indicator 2
The students stay focused on purpose, audience, and situation.
Indicator 3
The students expand or limit content as needed or directed, such as use of examples, AV aids, and technology.
Benchmark 5
The effective speaker demonstrates control of delivery skills.
Indicator 1
The students maintain eye contact.
Indicator 2
The students vary vocal expression according to situation, such as volume, pace and inflection.
Indicator 3
The students use appropriate pronunciation and clear articulation.
Indicator 4
The students use appropriate nonverbal behaviors (eye contact, facial expressions, gestures, posture, and proximity) according to the situation.
Indicator 5
The students use a natural, conversational vocal style when presenting a planned speech.
Benchmark 6
The effective speaker participates appropriately in small groups.
Indicator 1
The students contribute relevant information.
Indicator 2
The students seek relevant information through questions.
Indicator 3
The students respond politely to the ideas and opinions of others, such as taking turns and no put-downs.
Benchmark 7
The effective speaker recognizes the role of evaluation in oral communication.
Communicators effectively use a variety of media to create products to communicate for a variety of audiences, purposes, occasions and contexts.
Benchmark 1
The effective communicator is knowledgeable about various methods that can be used to create aural and visual products.
Indicator 1
The students identify various methods to create media products, such as computer-generated graphics, two-or three-dimensional displays, and audio/video recordings.
Benchmark 2
The effective communicator creates single-media and multi-media products.
Indicator 1
The students create products that communicate a message, such as drug safety posters, audio book reports, three-dimensional displays, computer-generated graphics, tables, and graphs.
Indicator 2
The students choose appropriate media for content, purpose, audience, occasion, and context.
Benchmark 3
The effective communicator uses appropriate content for purpose, audience, occasion, and context.
Indicator 1
The students use content consistent with the topic.
Indicator 2
The students use content that enhances the topic.
Indicator 3
The students include sufficient detail for the topic.
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