The student reads and comprehends text across the curriculum.
KS RE 01.1
Benchmark 1
The student uses skills in alphabetics to construct meaning from text.
KS RE 01.1.1
Indicator 1
The student identifies sounds of both upper and lower case letters of the alphabet. (Letter-sound Relationships)
KS RE 01.1.1.1The teacher demonstrates phoneme manipulation, for example, students are shown a picture of a bee and are asked to take off the /b/ and add a /s/ to the word to create a new word.
The teacher manipulates the first sound of each child's name to create a new name (e.g., Linda becomes Binda).
Indicator 2
The student identifies names of both upper and lower case letters of the
alphabet.
KS RE 01.1.1.2The teacher provides students with letter tiles. The teacher begins with auditory practice in demonstrating which words begin with the same sound, saying the first or last sound in a word or combining separate sounds to say the word or breaking the word into its separate sounds. The teacher then shows the students the connections between the letter tiles or letter cards with the written word on the board or overhead.
Indicator 3
The student identifies and distinguishes between letters, words, and sentences.
KS RE 01.1.1.3
The teacher uses a flip chart with words, letters, and sentences and has students identify each.
Indicator 4
The student identifies and manipulates phonemes in spoken words (e.g., phoneme isolation, identification, categorization, blending, segmentation, deletion, addition, substitution).
(Phonemic Awareness)
KS RE 01.1.1.4
The teacher provides students with letter tiles. The teacher begins with auditory practice in determining which words begin with the same sound, saying the first or last sound in a word or combining separate sounds to say the word or breaking the word into its separate sounds. After the demonstration, the students manipulate their tiles to sound out and spell words.
The teacher provides students with letter tiles or letter cards, then.
*demonstrates segmenting words into sounds (e.g., What sounds do you hear in the word "boy")
*demonstrates sounds in short-term memory and combine them to form a word
e.g., What word do we have when you put these sounds together: /p/, /a/, /t/?)
*demonstrates detecting and manipulating sounds within words (e.g., Is there a /k/ in the word bike?)
*demonstrates sequences of sounds in words (e.g., How many sounds do you hear in the word "fish?" - /f/, /i/, /sh/)
*demonstrates isolated beginning, middle, and ending sounds (e.g., "What are the first sound, medial, and ending sounds in "dog"?)The teacher uses picture and word clues to identify unknown words and
meanings.The teacher has students monitor their reading and self-correct when an incorrectly identified word does not fit with cues provided by the either the letters in the word (visual) or the context surrounding the word (meaning and structure).
Provides initial practice in controlled connected text in which students can apply their newly learned skills successfully.
The teacher provides learning activities in phoneme isolation, phoneme identity, phoneme categorization, phoneme blending, phoneme segmentation, phoneme deletion, phoneme addition, phoneme substitution.
The teacher produces rhyming words and has students distinguish rhyming words from non-rhyming words.
Indicator 5
The student identifies onsets and rimes in spoken words (e.g., alliteration, intonation, rhyme). (Phonological Awareness).
KS RE 01.1.1.5
The teacher reads nursery rhymes and riddles to students in order for them to hear the sounds.
Indicator 6
The student uses knowledge of letter-sound correspondences (e.g., consonant-vowel patterns, blends, digraphs, word families) when reading unknown words. (Phonics)
KS RE 01.1.1.6
The teacher helps students understand why they are learning the relationships between letters and sounds.
The teacher uses decodable text based on specific lessons in the early part of the first grade as an intervening step between explicit skill acquisition and the student's ability to read quality trade books. Decodable steps should contain phonetic elements and sight words that students have been taught. However, the text should be unfamiliar to students so that they are required to apply word-analysis skills and not simply to reconstruct text they have mentioned.
The teacher provides repeated opportunities to read words in contexts in which students can apply their knowledge of letter-sound correspondences.
The teacher begins instruction with word families and word patterns (e.g., reading orthographic units of text: at, sat, rat, and fat).
The teacher demonstrates automatic recognition of sight words.
The teacher provides learning activities in graphophonemic relationships, letter-sound associations, letter-sound correspondences, sound-symbol correspondences, and sound-spellings.
Indicator 7
The student manipulates onsets and rimes in spoken words (e.g., alliteration, intonation, rhyme). (Phonological Awareness)
KS RE 01.1.1.7
The teacher will build a set of onset and rime cards and divide them through the middle like a small puzzle in order for students to put them back together.
Will write a phonogram or word family ending on the board. Students are given consonant, consonant cluster, or digraph cards and asked to raise their hands if they think they are holding a card with a letter or letters what will turn the rime into a real word. The teacher will put a new rime on the board, and repeat the activity.
Benchmark 2
The student reads fluently.
KS RE 01.1.2
Indicator 1
The student applies concepts of print when reading (e.g., front-to-back, top-to-bottom, left-to-right, capitalization).
KS RE 01.1.2.1
The teacher models fluent reading by explaining how words are grouped and how the voice changes to provide expression.
The teacher reads aloud books of different types that have been selected by a student.
The teacher includes sufficient independent practice materials of appropriate difficulty for students to develop fluency.
The teacher incorporates assisted reading with each reading passage.
The teacher models repeated oral reading.
Indicator 2
The student uses punctuation at instructional or independent reading levels while reading.
KS RE 01.1.2.2
The teacher has students read in pairs.
Indicator 3
The student reads expressively with appropriate pacing, phrasing, intonation, and rhythm of speech with familiar text.
KS RE 01.1.2.3
The teacher provides books that makes use of a variety of text fonts.
The teacher introduces passage reading soon after students can read previously taught and irregular words.
The teacher introduces passages that contain commonly used high-frequency and low-frequency irregular words.
The teacher teaches explicit strategies that assist students in making the transition from reading words in lists to reading words in sentences and/or passages.
Indicator 4
The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels.
KS RE 01.1.2.4
The teacher provides opportunity for choral reading or readers theatre.
The teacher introduces fluency practice after students read words in passages correctly.
Indicator 5
The student uses a variety of word-recognition strategies (e.g., practicing words in isolation) to read fluently.
KS RE 01.1.2.5
The teacher introduces choral reading.
Benchmark 3
The student expands vocabulary.
KS RE 01.1.3
Indicator 1
The student demonstrates automatic recognition of sight words.
KS RE 01.1.3.1
The teacher asks students to locate sight words within the environment, familiar text, and new text.
The teacher offers a limited number of irregular words so that the students will not be overwhelmed.
The teacher strategically separates high-frequency words (e.g., was, saw, them, they, and there) that are often confused by students.
Indicator 2
The student determines the meaning of unknown words or phrases using picture clues and context clues from sentences.
KS RE 01.1.3.2
The teacher demonstrates checking picture clues to confirm meaning.
Indicator 3
The student identifies antonyms and synonyms to determine the meaning of words.
KS RE 01.1.3.3The teacher builds word walls containing synonyms and antonyms and discuss the meaning of the new words.
The teacher will give groups of students cards on which several synonyms are written. The teacher will ask the students to pair them together like the came
Concentration. The same could be done with synonyms.
Indicator 4
The student determines meaning of words through knowledge of word structure
e.g., compound nouns, contractions, inflectional endings).KS RE 01.1.3.4
The teacher will use the word wall to demonstrate which of these words are nouns or contractions and which words have inflectional endings.
The teacher tells the students they are going to hear some words in a very strange way. The teacher starts by segmenting compound words, pausing for a second between syllables for a few seconds.
The teacher tells students that they are going to hear some harder words now. The teacher uses words that are not compound words. The teacher tells students they have to be sound detectives and very good listeners to figure out these words. Students are then asked to pretend that their arms are popcorn and they will need to put one arm out to the side and say "pop". Leaving the first arm up, extend the other arm and say "corn". Students are directed to put both arms together and say the new word "popcorn".
Benchmark 4
The student comprehends a variety of text (narrative, expository, technical, and persuasive).
KS RE 01.1.4
Indicator 1
The student participates in discussions about narrative, expository, and technical texts read to them and text read independently.
KS RE 01.1.4.1
The teacher models how students can respond through talk, movement, music, art, and drama to a variety of stories and poems in ways that reflect understanding and interpretation.
The teacher sends notes home in the parents' home language encouraging volunteers to read to the students in the classroom. Teacher needs to make there are books in different languages available for volunteers to read.
Indicator 2
The student locates and discusses title, author, illustrator, and illustrations.
KS RE 01.1.4.2
The teacher requests that when students give an oral book that they be able to state the title, illustrator, and author.
Indicator 3
The student uses pictures, content, and prior knowledge to make predictions.
KS RE 01.1.4.3
The teacher asks the students to look at a picture and tell what they think will happen next.
The teacher models predicting the outcome of an event or action and uses the text to confirm or contradict the prediction.
Indicator 4
The student responds logically to literal, inferential, and critical thinking questions before, during, and after listening to or reading the text.
KS RE 01.1.4.4
The teacher assigns student dyads, where students ask each other questions about the story.
The teacher designs instruction to teach children to answer "who", "what", "when", "where", and "how" questions.
Indicator 5
The student uses picture clues, text, and prior knowledge to make inferences and draw conclusions.
KS RE 01.1.4.5
The teacher has the student organize sentence strips, word, or pictures depicting the main events after listening to or reading narrative text.
The teacher uses elements of story grammar as a structure for recalling and retelling the story.
Indicator 6
The student develops awareness of text structure (e.g., sequence, problem-solution, comparison-contrast).
KS RE 01.1.4.6
The teacher has students act out important events in stories.
The teacher provides a graphic organizer (e.g., Venn Diagram).
The teacher provides a literary element chart that includes at least setting and main character.
The teacher models retelling, using the setting, characters, and important events as the recall anchors.
Indicator 7
The student sequences events according to basic story structure of beginning, middle, and end.
KS RE 01.1.4.7
The teacher models DRTA (Directed Reading Thinking Activity).
The teacher has students discuss the elements orally and make comparisons with other stories.
The teacher uses graphs, charts, or signs to organize information.
Indicator 8
The student compares and contrasts information (e.g., topics, characters) between texts.
KS RE 01.1.4.8
The teacher assists the students in creating a timeline.
The teacher introduces text in which the components of text are explicit beginning, middle, and end being obvious).
The teacher has the students discuss the elements orally and make comparisons with other stories.
Indicator 9
The student retells or role plays important events and main ideas from narrative and expository texts.
KS RE 01.1.4.9
The teacher divides the class into small groups in order to create a play that retells the story, including the main idea.
Indicator 10
The student identifies the topic and main ideas in appropriate-level texts.
KS RE 01.1.4.10
The teacher divides the class to identify the topic of a story read out loud and discuss main idea. This should happen on a regular basis.
The teacher reads the story and prompts the students with the "wrong" information concerning the topic and main idea. Then the teacher asks the students to give the "correct" information.
The student responds to a variety of text.
KS RE 01.2
Benchmark 1
The student uses literary concepts to interpret and respond to text.
KS RE 01.2.1
Indicator 1
The student identifies and discusses character(s) in literature.
KS RE 01.2.1.1
The teacher gains the assistance of the art and/or music teacher(s) to assist in creating a puppet show emphasizing the characters and setting of a story.
Indicator 2
The student identifies and describes setting.
KS RE 01.2.1.2
The teacher teaches students to generate questions for a peer about a story that is read to them.
Indicator 3
The student follows events in a plot.
KS RE 01.2.1.3
The teacher allows for class discussion regarding problem and solution.
Benchmark 2
The student understands the significance of literature and its contributions to various cultures.
KS RE 01.2.2
Indicator 1
The student listens or reads text to connect personal experiences and ideas with those of other cultures in literature.
KS RE 01.2.2.1
The teacher reads poems and nursery rhymes to the students.
The teacher enlists the assistance of the school librarian in locating read aloud materials from a variety of cultures.
The students write effectively for a variety of audiences, purposes, and contexts.
KS RE 01.3
Benchmark 1
The students use writing as a tool for learning throughout the curriculum.
KS RE 01.3.1
Indicator 1
The student uses words and pictures to record thoughts, facts, and ideas.
KS RE 01.3.1.1
The teacher provides the students with the supplies (e.g., stickers, pictures, and etc.) to demonstrate understanding of a book, story or concept, or utilizes a computer program that provides practice in labeling.
The teacher provides students with oral prompts to demonstrate understanding in the content areas.
Benchmark 2
The students use a writing process that includes preparing, drafting, revising, editing and publishing to produce a written text.
KS RE 01.3.2
Indicator 1
The student uses some prewriting strategies to organize ideas on a topic or prompt (e.g., drawing a picture, discussing with a partner, listing).
KS RE 01.3.2.1
The teacher provides, models, and teaches the use of graphic organizers in preparing a writing task.
Indicator 2
The student organizes a draft with beginning, middle, and end.
KS RE 01.3.2.2
The teacher provides instruction in a graphic organizer.
Indicator 3
The student revises writing with assistance, focusing on the six traits of writing.
KS RE 01.3.2.3
The teacher helps the student create a list of descriptors to improve voice, ideas, and content.
Indicator 4
The student edits for conventions such as capitalization, end punctuation, and spelling.
KS RE 01.3.2.4
The teacher helps the student to identify the error that has been made.
Indicator 5
The student publishes a legible final copy.
KS RE 01.3.2.5
The teacher locates appropriate computer software to enable the student to publish a legible final copy.
Benchmark 3
The students use ideas that are well developed, clear and interesting.
KS RE 01.3.3
Indicator 1
The student chooses ideas in which words are supported by some pictures.
KS RE 01.3.3.1
The teacher structures task (e.g., several picture boxes) so that students can provide multiple pictures that tell a complex story.
Indicator 2
The student uses details in pictures and words to develop story.
KS RE 01.3.3.2
The teacher scaffolds the students' ideas to enrich the writing using supporting details.
The teacher uses literature to model how to choose a topic and written supporting details.
Benchmark 4
The students will use organization that enhances the reader's understanding.
KS RE 01.3.4
Indicator 1
The student uses a variety of organizational strategies such as webbing or concept mapping.
KS RE 01.3.4.1
The teacher provides instruction in matching labels with pictures that tell a story.
Indicator 2
The student organizes ideas appropriately.
KS RE 01.3.4.2
The teacher provides instruction in developing a story with a beginning, a middle, and an end.
The teacher uses literature (narrative and expository) to model beginning, middle and end.
Benchmark 5
The students use authentic and appropriate voice.
KS RE 01.3.5
Indicator 1
The student expresses predictable feelings through pictures and words.
KS RE 01.3.5.1
The teacher structures a cooperative learning activity in which the students create a word list that reflects their feelings.
The teacher uses literature to model how author create voice in their writing.
Benchmark 6
The students use effective word choice.
KS RE 01.3.6
Indicator 1
The student uses descriptive phrases/sentences to express ideas.
KS RE 01.3.6.1
The teacher assists students in developing phrases that create mental pictures.
Indicator 2
The student identifies nouns and verbs in a sentence.
KS RE 01.3.6.2
The teacher assists students in selecting action words and naming words.
The teacher uses literature to show/model how authors use different words to express thoughts, feelings, etc. to create a mental picture.
Benchmark 7
The students use clear and fluent sentences.
KS RE 01.3.7
Indicator 1
The student writes sentences that are easy to read aloud.
KS RE 01.3.7.1
The teacher models writing sentences of varying lengths.
The teacher uses literature to model sentence of varying lengths (short and long).
Benchmark 8
The students use standard American English conventions.
KS RE 01.3.8
Indicator 1
The student writes a simple sentence.
KS RE 01.3.8.1
The teacher instructs students in writing sentences with one subject and one predicate.
Indicator 2
The student capitalizes the beginning of a sentence.
KS RE 01.3.8.2
The teacher uses a learning activity that allows students to find and correct missing capital letters.
Indicator 3
The student uses correct ending punctuation (period and question mark).
KS RE 01.3.8.3
The teacher creates learning activities that allow students to select the correct ending punctuation.
The teacher uses literature that models correct conventions.
Benchmark 9
The students use a variety of modes of writing for different purposes and audiences.
KS RE 01.3.9
Indicator 1
The student uses words and pictures to produce journal entries, poetry, personal narratives, lists, notes, and letters with assistance.
KS RE 01.3.9.1
The teacher provides the opportunity for students to use words and pictures to produce journal entries, poetry, personal narratives, lists, notes, and letters.
Indicator 2
The student writes for a specific purpose and audience.
KS RE 01.3.9.2
The teacher explains to students the difference between writing a letter to the principal and writing to a friend.
The student applies reading and writing skills to demonstrate learning.
KS RE 01.4
Benchmark 1
The student uses effective research practices.
KS RE 01.4.1
Indicator 1
The student discusses curriculum topics or topics of interest.
KS RE 01.4.1.1
The teacher in collaboration with the Library/Media Specialist conducts a show-and-tell opportunity.
Indicator 2
The student asks questions about a topic being studied or an area of interest.
KS RE 01.4.1.2
The teacher in collaboration with the Library/Media Specialist structures the classroom to promote student curiosity.
Indicator 3
The student recognizes, with guidance, that different text formats exist.
KS RE 01.4.1.3
The teacher in collaboration with the Library/Media Specialist has a variety of media in the classroom (e.g., books, magazines, videos, TV, internet, DVD's, and CD ROM's.)
Indicator 4
The student locates information, with guidance, appropriate to task (e.g., print, non-print).
KS RE 01.4.1.4
The teacher in collaboration with the Library/Media Specialist works with librarian to assist students in locating information from books, magazines, videos, TV, internet, DVD's and CD ROM's.
Indicator 5
The student observes the recording of or independently records relevant information.
KS RE 01.4.1.5
The teacher in collaboration with the Library/Media Specialist creates appropriate data-collection activities.
Indicator 6
The student shares information.
KS RE 01.4.1.6
The teacher in collaboration with the Library/Media Specialist allows time to report findings.
Benchmark 2
The student uses ethical research practices.
KS RE 01.4.2
Indicator 1
The student understands the difference between copying and using own words.
KS RE 01.4.2.1
The teacher in collaboration with the Library/Media Specialist inquires about the source of the student's information.
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 when given a readiness cue.
Indicator 2
The students maintain age-appropriate focus for a short period, such as ten to fifteen minutes (one activity).
Indicator 3
The students adapt attentive behavior to accommodate the listening situation, such as recovery from interruptions.
Benchmark 2
The effective listener identifies/recognizes verbal and nonverbal cues accurately.
Indicator 1
The students associate appropriate meaning with familiar verbal and nonverbal cues such as classroom routine or peer interactions.
Benchmark 3
The effective listener understands the message.
Indicator 1
The students accurately follow simple directions (one to three steps) that are intended to be followed immediately.
Indicator 2
The students answer single-idea questions related to the message.
Indicator 3
The students signal general understanding or non-understanding using appropriate verbal and nonverbal responses.
Benchmark 4
The effective listener remembers and applies content of the message.
Indicator 1
The students accurately complete a simple task.
Indicator 2
The students apply knowledge in a similar context.
Indicator 3
The students recall significant details.
Benchmark 5
The effective listener analyzes/evaluates the message.
Indicator 1
The students draw appropriate conclusions.
Indicator 2
The students use criteria to determine fact from fiction.
Indicator 3
The students recognize exaggeration and distortion.
Indicator 4
The students express personal evaluation of messages, such as likes or dislikes.
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 others.
Indicator 3
The students give verbal and nonverbal responses that indicate attention.
Students will demonstrate skills in viewing for a variety of purposes.
Benchmark 1
The effective viewer is attentive.
Indicator 1
The students focus attention on a designated image/subject when given a readiness cue.
Indicator 2
The students maintain age-appropriate focus for short periods.
Benchmark
The effective viewer recognizes/identifies the cues in visual messages transmitted through objects, images, sounds, and words.
Indicator 1
The students associate appropriate meaning with familiar cues, such as objects and their visual or aural images (e.g., cake and candles represent birthdays).
Benchmark 3
The effective viewer understands the visual message.
Indicator 1
The students answer simple-idea questions related to the message such as identifying specific objects in a picture by naming, pointing, and matching.
Indicator 2
The students describe the visual message with three to five details.
Indicator 3
The students signal general understanding or lack of understanding using appropriate responses.
Benchmark 4
The effective viewer remembers and applies the content of the visual message.
Indicator 1
The students use components of a visual message to complete a simple task, such as demonstrating spatial relationships (over, under, beside) and sequencing pictures of a story.
Benchmark 5
The effective viewer analyzes/evaluates visual messages.
Indicator 1
The students predict more than one outcome.
Indicator 2
The students distinguish among types of visual messages, such as photographs, computer images, actual objects, and artists' depictions.
Indicator 3
The students use criteria to distinguish fact from fiction.
Indicator 4
The students recognize exaggeration and distortion.
Indicator 5
The students support personal evaluation of messages, such as likes or dislikes.
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 different audiences, such as principal, teacher, and friend.
Indicator 2
The students recognize different purposes for speaking.
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 raising hands, "yes" or "no."
Indicator 2
The students recognize appropriate time and situations to initiate oral communication.
Indicator 3
The students participate in classroom routines/events, such as show and tell and calendar time.
Benchmark 3
The effective speaker produces a coherent message.
Indicator 1
The students express a complete thought.
Indicator 2
The students express information related to the topic.
Benchmark 4
The effective speaker uses appropriate content for purpose, audience, occasion, and context.
Indicator 1
The students know whether the purpose and situation call for content based on reality or make believe.
Indicator 2
The students expand or limit content with teacher assistance.
Indicator 3
The students use precise vocabulary, such as "Mrs. Henry" versus "teacher."
Benchmark 5
The effective speaker demonstrates control of delivery skills.
Indicator 1
The students establish eye contact.
Indicator 2
The students vary volume of voice according to situation, such as whispering the library or speaking up during show and tell.
Benchmark 6
The effective speaker participates appropriately in small groups.
Indicator 1
The students take turns speaking.
Indicator 2
The students stay focused on the task.
Indicator 3
The students use polite language, such as "please," and "thank you," and "excuse me."
Communicators effectively use and create media products 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.
Benchmark 2
The effective communicator creates single-media and multi-media products.
Benchmark 3
The effective communicator uses appropriate content for purpose, audience, occasion, and context.
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