The student reads and comprehends text across the curriculum.
KS RE 04.1
Benchmark 1
The student uses skills in alphabetics to construct meaning from text.
KS RE 04.1.1
Indicator 1
The student uses decoding skills that include knowledge of structural analysis automatically when reading.
KS RE 04.1.1.1
The teacher provides instruction in "chunking", including roots, affixes, compounds, hyphenated forms, inflected and derived endings, contractions, and syllabication.
The teacher provides instruction in how to use a graphic organizer, such as sunburst or spider, where the root word is placed in the center, and other words generated from that word are placed around the root word, and the connection of meanings is discussed.
The teacher provides instruction through use of word walls.
The teacher provides instruction through use of word walls.
Benchmark 2
The student reads fluently.
KS RE 04.1.2
Indicator 1
The student uses knowledge of conventions (e.g., question mark, exclamation point, commas, apostrophes, colon, semi-colon, dash) to read fluently at instructional or independent reading levels.
KS RE 04.1.2.1
The teacher links punctuation to body movements in order to illustrate the impact of differing marks upon reading rate. (b) daily oral language lessons.
Indicator 2
The student reads expressively with appropriate pacing, phrasing, intonation, and rhythm of speech.
KS RE 04.1.2.2
The teacher provides practice through readers' theatre, pair share reading, repeated oral reading, choral reading, tape-assisted reading, echo reading; uses NIM (neurological impress method) strategy.
Indicator 3
The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels.
KS RE 04.1.2.3
The teacher provides practice through read-alouds, guided reading, student-adult reading. provides students with a short paragraph of narrative or expository text with all punctuation removed. Students read aloud the piece of text with a partner and add in the punctuation that would make the text read fluently. Pairs compare with other pair(s). Then, the teacher directs class discussion about the importance of punctuation and sentence structure in fluency.
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 04.1.2.4The teacher provides practice in: reading words in isolation using high frequency words, reading words in text through reading at an independent level, and use of orthographic patterns through use of common word families.
Indicator 5
The student adjusts reading rate to support comprehension when reading narrative, expository, technical, and persuasive texts.
KS RE 04.1.2.5
The teacher models changing reading rate depending on type of text, uses a think-aloud approach to explain changes in rate, provides opportunity to read various types of text at the student's independent reading level.
Benchmark 3
The student expands vocabulary.
KS RE 04.1.3
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 04.1.3.1
The teacher uses cloze reading strategies, uses a think-aloud instructional strategy
The teacher models use of contextual processing.
The teacher in social studies, assists the students in making word puzzles for unfamiliar vocabulary terms.
Indicator 2
The student identifies and uses synonyms, antonyms, homographs, and homophones to determine the meaning of words.
KS RE 04.1.3.2
The teacher provides opportunity to create personal word dictionaries, word walls, utilizes graphic organizers such as mind map, Venn diagram, word storm, word sort, list/group/label. See example in grade 3 and add.
The teacher creates a cloze activity using sentence strips for pairs of homophones with a blank where the homophone should be. Students are given index cards with homophones on them. Sentence strips are displayed and students are then directed to use the index cards to place in the appropriate blank in a sentence strip. The teacher then leads a discussion about how students made decisions about which homophone was the correct one for each sentence strip. Next, students create their own that can be kept in a discovery/learning center.
Indicator 3
The student uses a dictionary or a glossary to determine an appropriate definition of a word or a thesaurus to expand vocabulary.
KS RE 04.1.3.3
The teacher models and explains the importance of reference materials.
The teacher provides opportunity for group processing (e.g., agree/disagree) that requires use of dictionary, glossary, and thesaurus.
Indicator 4
The student determines meaning of words through knowledge of word structure e.g., compound nouns, contractions, root words, prefixes, suffixes).
KS RE 04.1.3.4
The teacher provides use in graphic organizers, word walls or mind map.
The teacher creates paper train cars - engine, prefixes; the regular car, the root word; and the caboose is the suffix. Students manipulate the cars with various prefixes and suffixes as well as roots.
Indicator 5
The student determines the meaning of figurative language by interpreting similes, metaphors, and idioms.
KS RE 04.1.3.5
The teacher uses instructional strategy where teacher, then student, lists the object, what it's compared to, and how the object looks/feels/smells/tastes; uses hierarchical graphic
The teacher has student illustrate the metaphor or idiom and then a peer guesses what the illustration represents.
Indicator 6
The student identifies the connotation and denotation of new words.
KS RE 04.1.3.6
The teacher in social studies, explains how various symbols are used to depict America's shared values, principles, and beliefs. During social studies, the teacher will explain how words and symbols (e.g., eagle, flag, seals, pledge) bring about certain feelings of patriotism.
The teacher writes the following words on the board: freedom, justice, peace, eagle. Then the teacher then asks the students how these words make them feel. The students are asked to look up the definitions of these words denotation meaning). Students will break into small groups and draw a picture of one of the words on the board (example: eagle) has students draw a picture of an eagle and discuss within their groups what the word means to them connotation meaning.)
Benchmark 4
The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
KS RE 04.1.4
Indicator 1
The student identifies characteristics of narrative, expository, technical, and persuasive texts.
KS RE 04.1.4.1
The teacher provides brief descriptions of text characteristics using simple words
The teacher teaches student signal words and text features to help identify text types
The teacher teaches student to find signal words through skimming and scanning.
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 04.1.4.2
The teacher utilizes scavenger hunt for finding text features
The teacher questions how text features impact meaning during a read aloud.
The teacher during social studies class, lists and describes the characteristics and purposes of maps (e.g., title, legend, compass rose).
Indicator 3
The student uses prior knowledge and content to make, revise, and confirm predictions.
KS RE 04.1.4.3
The teacher uses DRTA (directed reading and thinking activity)
The teacher uses KWL graphic organizer
The teacher uses graphic organizer with two columns during read-aloud: what do you think will happen, what actually happened.
The teacher uses anticipation guides.
Indicator 4
The student generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text.
KS RE 04.1.4.4
The teacher uses reciprocal teaching; uses KWL graphic organizer; uses directed reading activity; uses "Think Trix".
Indicator 5
The student uses information from the text to make inferences and to draw conclusions.
KS RE 04.1.4.5
The teacher uses the QAR strategy Writer and Me; models self questioning strategy where the student identifies clues/vocabulary words from text to establish context and describe the bigger picture; teaches "reading between the line" strategy from Six Trait Reading; models use of the GRIP generative-reciprocal inference procedure) strategy.
Indicator 6
The student identifies text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect).
KS RE 04.1.4.6
The teacher models use of graphic organizers and text cues/signal words; models use of post-it notes to mark problem-solution, cause-effect, etc.
Indicator 7
The student compares and contrasts information in one or more appropriate- level text(s) and identifies compare/contrast signal words.
KS RE 04.1.4.7
The teacher 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. Then discusses the characteristics. models use of comparison and contrast graphic organizers, such as Venn diagram.
Indicator 8
The student links causes and effects in appropriate-level narrative and expository texts.
KS RE 04.1.4.8
The teacher models use of cause-effect graphic organizers (with familiar situations prior to use with text).
Indicator 9
The student retells main ideas or events as well as supporting details in appropriate-level narrative, expository, and technical texts.
KS RE 04.1.4.9
The teacher uses art activities to retell the main events in the story. The teacher models how to make a four-sided diorama. One each side of the diorama, the student will either draw pictures of or make 3-D diagrams of different elements of the story which portray the main idea and supporting details.
The teacher during social studies, has the students retell by role play using bartering as Kansas Indian tribes would have.
Indicator 10
The student identifies the topics, main idea(s), and supporting details in appropriate-level texts.
KS RE 04.1.4.10
The student encourages students to recall important information by taking notes or making marginal notations, outlining, highlighting, or underlining;
The student models use of graphic organizers such as triangle, hamburger, plot chart, herringbone.
Indicator 11
The student identifies the author's purpose (e.g., to persuade, to entertain, to inform).
KS RE 04.1.4.11
The teacher uses think-pair-share activity
The teacher uses questioning the author activity.
Indicator 12
The student establishes a purpose for reading (e.g., to be informed, to follow directions, to be entertained).
KS RE 04.1.4.12
The teacher uses paired reading; models use of skim and scan.
The teacher uses DRA (directed reading activity)
The teacher uses DRTA (directed reading and thinking activity).
Indicator 13
The student follows directions explained in technical text.
KS RE 04.1.4.13
The teacher models taking notes from the text, including marginal notation uses pause and reflect activity; does think-aloud activity modeling recall of directions.
Indicator 14
The student distinguishes between fact and opinion in various types of appropriate-level texts.
KS RE 04.1.4.14
The teacher models use of sticky notes to mark pieces of evidence.
The teacher models use of predict and evaluate strategy; models use of graphic organizer for analyzing two different persuasive positions.
The teacher uses discussion web; models use of evidence organizer.
The teacher teaches student to locate cue words, such as evaluative words
The teacher uses T-chart.
The teacher during social studies class will group the students into small groups and assist the students in dividing a poster board into two columns. On one side students will write words which opinions regarding controversial historical issues. On the other side, the students will write words which represent historical facts. Once this process is completed, the students will share their work with other classmates.
The student responds to a variety of text.
KS RE 04.2
Benchmark 1
The student uses literary concepts to interpret and respond to text.
KS RE 04.2.1
Indicator 1
The student identifies and describes characters' physical traits, personality traits, and feelings, and explains reasons for characters' actions and the consequence of those actions.
KS RE 04.2.1.1
The teacher models use of graphic organizer, such as Character Map
The teacher models use of Post-it Notes to mark aspects of characterization in text.
The teacher develops a two-column graphic organizer. The first column is labeled "Character Actions," and the second, "Consequences." Teacher facilitates a discussion about the various actions of the current literature selection's characters and the consequences. As the discussion ensues, the teacher completes the graphic organizer. Students, in pairs, then use the graphic organizer, find other actions by the characters and identify the consequences.
Indicator 2
The student identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) of the story or literary text.
KS RE 04.2.1.2
The teacher models use of graphic organizer.
The teacher models use of sticky notes to mark aspects of setting in text.
The teacher emphasizes to the students must find clues about the setting, actually visualize the setting, and they need to read the setting to learn more about characters and the mood of the story.
The teacher uses a familiar story, such as The Three Pigs, and gives students a new setting (the beach, Alaska, etc.). In pairs, students brainstorm how the story would change due to the change in setting. Would the characters be found in that setting? Would the actions of the characters change?
Indicator 3
The student identifies or describes the major conflict in a story and how it is resolved.
KS RE 04.2.1.3
The teacher models use of problem-solution graphic organizers, such as Story Map; uses instructional activity where students mark problem with frowning face and solution with smiling face.
The teacher explains that conflict in literature is the problem faced by, or the goal of the main character(s) of a story. Further, students must also know that to every conflict in literature there are attempts to solve the conflict as well as a resolution.
Benchmark 2
The student understands the significance of literature and its contributions to human understanding and culture.
KS RE 04.2.2
Indicator 1
The student describes aspects of history and culture found in works of literature.
KS RE 04.2.2.1
The teacher uses a timeline; has student look at pictures of the period; helps student develop an awareness of artifacts of the period.
The teacher in social studies, has students write a play based on a folk song or story that describes a part of Kansas history.
Indicator 2
The student compares and contrasts various languages, traditions, and cultures found in literature.
KS RE 04.2.2.2
The teacher models use of graphic organizers, such as a two- or three circle Venn Diagram.
The teacher shares literature that illustrates the various holidays in the United States and then compares them with other celebrations throughout the world. Whenever possible teachers should show visuals such as pictures and videos of the various cultural celebrations prior to presenting the topic. in social studies, has students compare and contrast the purpose of the Santa Fe and Oregon-California Trails (e.g., commercial, immigration).
The teacher in social studies, has the students compare and contrast ways people communicate with each other now and long ago.
Indicator 3
The student makes connections between specific aspects of literature from a variety of cultures and personal experiences.
KS RE 04.2.2.3
The teacher models use of graphic organizers, such as a Venn diagram or comparison and contrasting tree.
The teacher in social studies, has the students describe the hardships that travelers encountered on the Santa Fe and Oregon-California Trails (e.g., lack of water, mountains and rivers to cross, weather, need for medical care, size of wagon). The teacher has students identify any hardships they too may have had to overcome.
The students write effectively for a variety of audiences, purposes, and contexts.
KS RE 04.3
Benchmark 1
The students use writing as a tool for learning throughout the curriculum.
KS RE 04.3.1
Indicator 1
The student writes notes, outlines/graphic organizers, narratives, journal entries, learning logs and self-reflections while learning in content areas.
KS RE 04.3.1.1
The teacher models use of note-taking, summarizing, and outlining.
The teacher models use of graphic organizers; provides opportunities for journaling.
The teacher assigns written/oral prompts across the curriculum to demonstrate understanding.
Benchmark 2
The students use a writing process that includes preparing, drafting, revising, editing and publishing to produce a written text.
KS RE 04.3.2
Indicator 1
The student uses prewriting strategies independently to organize ideas on a topic or a prompt.
KS RE 04.3.2.1
The teacher teaches students to perform a pre-writing activity organizing his/her thoughts on a graphic organizer, such as a web or brainstorm list; models own writing.
Indicator 2
The student writes a draft with an introduction, body, and conclusion.
KS RE 04.3.2.2
The teacher models the use of a story tree to convey meaning; teaches the Power Writing model; models own writing.
Indicator 3
The student revises the draft for content and edit for conventions including spelling.
KS RE 04.3.2.3
The teacher allows for peer editing; teaches proofreading strategies, such as COPS (capitalization, overall appearance, punctuation, spelling).
Indicator 4
The student uses assessment techniques on revised copy.
KS RE 04.3.2.4
The teacher provides a rubric for the students to self-check his/her own papers; allows for peer assessment; teacher conferencing.
Indicator 5
The student publishes a legible final copy.
KS RE 04.3.2.5
The teacher has students print a final draft from the computer and encourages the use of graphics; models own writing.
Benchmark 3
The students use ideas that are well developed, clear and interesting.
KS RE 04.3.3
Indicator 1
The student selects a topic from a group-generated list of ideas (occasionally write about a given prompt).
KS RE 04.3.3.1
The teacher provides the students with a list of topic from which to write; encourages students to develop a personal topic list.
Indicator 2
The student maintains focused writing throughout the text.
KS RE 04.3.3.2
The teacher encourages students to use a graphic organizer, such as a story diamond or a web map to focus on meaning.
Indicator 3
The student includes details to develop main idea.
KS RE 04.3.3.3
The teacher models use of adjectives and other descriptive words to add detail to the main idea.
The teacher uses literature to model how a main idea has clear and supporting details.
Benchmark 4
The students will use organization that enhances the reader's understanding.
KS RE 04.3.4
Indicator 1
The student uses a variety of organizational strategies such as webbing or concept mapping.
KS RE 04.3.4.1
The teacher models use of a graphic organizer, such as a story web, concept map, story map, power writing, and story diamond.
Indicator 2
The student writes a piece with a beginning, middle, and ending.
KS RE 04.3.4.2
The teacher models use of a graphic organizer, such as a story web, concept map, story map, power writing, and story diamond.
Indicator 3
The student writes a piece that includes a main idea and details.
KS RE 04.3.4.3
The teacher models use of a graphic organizer, such as sunburst, hamburger, and triangle.
The teacher uses literature/text types (narrative, expository, technical, persuasive) to model transitions, leads, conclusions, and sequencing.
Benchmark 5
The students use authentic and appropriate voice.
KS RE 04.3.5
Indicator 1
The student writes expressively.
KS RE 04.3.5.1
The teacher models the use of a thesaurus; teaches mini-lessons on voice and word choice; models use of a graphic organizer, such as a story diamond (which emphasizes including feelings); have read-alouds that are examples of strong voice; demonstrate and provide a rubric for voice for self-checking papers.
Indicator 2
The student writes with an awareness of the reader.
KS RE 04.3.5.2
The teacher models the impact of word choice when writing to various audiences uses a think-aloud strategy to model with own story awareness of the reader; uses questioning throughout writing process to build awareness of the reader; share writing with a peer.
The teacher uses literature to model exemplary voice (feelings, emotions, connections to readers).
Benchmark 6
The students use effective word choice.
KS RE 04.3.6
Indicator 1
The student uses descriptive words
KS RE 04.3.6.1
The teacher uses butcher paper to pre-select descriptive words with the students before they are given a writing assignment; plays with word choice by changing a sentence's subject and having students select new descriptive words to fit; demonstrates telling vs. showing.
Indicator 2
The student chooses words and phrases appropriate for purposes and audiences (family, peers, teachers).
KS RE 04.3.6.2
The teacher uses brainstorming of words appropriate for audience; models use of a thesaurus.
Indicator 3
The student understands the concept of adjectives and adverbs.
KS RE 04.3.6.3
The teacher demonstrates adjectives and adverbs in own writing; has students look for adjectives and adverbs in their writing.
Indicator 4
The student uses specific nouns, powerful verbs, vivid adjectives, and descriptive phrases in writing.
KS RE 04.3.6.4
The teacher has students brainstorm groups of nouns, verbs, and adjectives that can be used as a source for word selection for their writing; demonstrates expanding sentences (through use of specific nouns, powerful verbs, vivid adjectives, and descriptive phrases) and has students apply this to their own writing. The teacher uses literature to model effective word choice.
Benchmark 7
The students use clear and fluent sentences.
KS RE 04.3.7
Indicator 1
The student writes sentences that vary in length and structure making the reading pleasant and natural.
KS RE 04.3.7.1
The teacher models use of the First Four strategy, which means looking at the first four words of each sentence for variety in structure; teacher highlights every other sentence with red and green so that student can easily see whether there is any variety in sentence length.
Indicator 2
The student writes sentences that are grammatically correct and easy to read aloud.
KS RE 04.3.7.2
The teacher reads the student's writing aloud to the student; has students read their writing aloud to a peer.
Indicator 3
The student writes sentence beginnings that relate to and build upon previous sentences.
KS RE 04.3.7.3
The teacher models use of sequence words and transitional words.
The teacher uses literature/text types to model fluent sentences/passages.
The teacher uses poetry to model how sentences flow and sound natural when read aloud.
Benchmark 8
The students use standard American English conventions.
KS RE 04.3.8
Indicator 1
The student correctly uses a range of standard writing conventions.
KS RE 04.3.8.1
The teacher prepares a small story on overhead for students to see with convention errors. The teacher reads the paragraph as written with the errors with no pauses, run-on sentences, etc.). Then the students are asked to volunteer placing correct punctuation. As the students indicate the correct punctuation, the teacher adds the punctuation and will explain the rule for each. Once this is completed, the students will edit their own story using correct punctuation.
Indicator 2
The student uses standard writing conventions with accuracy so that meaning is clearly conveyed.
KS RE 04.3.8.2
The teachers has students work in small groups and will provide them with a topic (the fearful dragon, the mystery of the lost soccer ball, the day it rained purple gumballs, etc.) in which to write a short story. The students will collaborate in their small groups to make sure their story contains a series of properly placed periods and commas, two sets of quotations, two question marks and two exclamation points. Once the project is completed the students will trade with story with another group for peer editing.
Uses literature and texts to model effective convention skills.
Models/uses editing check lists for convention skills.
Benchmark 9
The students use a variety of modes of writing for different purposes and audiences.
KS RE 04.3.9
Indicator 1
The student writes for a specific purpose and audience.
KS RE 04.3.9.1
The teacher explains the need to know the audience.
Prepares colored (pink and blue) note cards with each card containing a purpose/topic and an audience. On the blue cards, Purposes/Topics may include examples such as, More Recess Time, Staying Up Late, No Homework, Shorter School Days, Longer Vacation, Snacks at School (Candy and Soda). On the pink note cards, audiences may include examples such as Principal, Parent, School Board, President, Teacher, and Friend. The teacher will demonstrate how difference topics are written for different audiences. Example: topic: No Uniforms at School, can be written differently when writing to a letter to the principal or to a friend. The teacher will divide the students into small groups of three. Each group will draw a blue card and a pink card and will write according to the purpose and the audience as noted on the cards.
Indicator 2
The student writes descriptive pieces (e.g., poetry and journal entries).
KS RE 04.3.9.2
The teacher models the writing of poetry. Reads poetry to the students.
Will have previously read several poems and discussed the structure of poetry with the students. The teacher provides students with pictures of different objects such as a flower, a tree, a car, a chair, the sun, a star, etc. The teacher will have students brainstorm words which come to mind as the pictures are shown and will write these words on the board below the pictures. Students are then asked to write as many words as they can think of for one of the pictures. Then students are directed to begin writing a descriptive poem using their words associated with the picture. The students will use the name of the picture as the title for their poem.
Indicator 3
The student writes narrative pieces (e.g., personal narratives, letters, fairy tales, and tall tales).
KS RE 04.3.9.3
Indicator 4
The student writes expository pieces (e.g., written directions, book and research reports).
KS RE 04.3.9.4
Indicator 5
The student writes persuasive pieces that may include personal opinion.
KS RE 04.3.9.5
Indicator 6
The student writes technical pieces.
KS RE 04.3.9.6
The teacher encourages the use of step-by-step procedures to write a scavenger hunt.
The student applies reading and writing skills to demonstrate learning.
KS RE 04.4
Benchmark 1
The student uses effective research practices.
KS RE 04.4.1
Indicator 1
The student determines focus of research and identifies information needed.
KS RE 04.4.1.1
The teacher in collaboration with the Library/Media Specialist utilizes KWRL Know, Want to know, Research, Learned). The teacher explains why research is important and how it is focused on a topic. The teacher will emphasize the R-Research section of the KWRL chart and will brainstorm with the students where research can be located.
Indicator 2
The student formulates both broad and specific questions at knowledge, comprehension, and application levels, and seeks answers.
KS RE 04.4.1.2
The teacher in collaboration with the Library/Media Specialist allows time for brain storming.
The teacher in collaboration with the Library/Media Specialist activates students' prior knowledge before reading the text by asking questions regarding, ("What do you know about the topic?") During the reading of the text, the teacher asks students specific questions about the details of the text. After reading the text, the teacher has the students draw a picture to answer the question, ("What was the conclusion of the text?"). Then the students work in small groups asking each different questions they may have had during the reading of the text and they seek answers to their questions.
Indicator 3
The student determines a variety of possible sources.
KS RE 04.4.1.3
The teacher in collaboration with the Library/Media Specialist introduces students to the variety of resources available.
Indicator 4
The student locates appropriate information (e.g., print, non-print).
KS RE 04.4.1.4
The teacher in collaboration with the Library/Media Specialist has classroom discussions about different types of information.
The teacher in collaboration with the Library/Media Specialist models to the students the different between print information (magazines, books, encyclopedias, atlases, etc.) and non-print information (interview, phone call, speeches, etc.). The teacher will have the students categorize these types of information on a T-Chart.
Indicator 5
The student records information.
KS RE 04.4.1.5
The teacher in collaboration with the Library/Media Specialist models to the students how to use Inquiry Charts (I-Chart) to record information. Students will record the answers to teacher-generated questions found in different resources. In the last row of the Inquiry Chart, students summarize the information from each of the resources.
Indicator 6
The students organizes and presents information in both oral and written forms.
KS RE 04.4.1.6
The teacher in collaboration with the Library/Media Specialist models how to organize information taken from various resources. (See S4.B1.I5. Inquiry Chart. The teacher will give the students a list of authors to research. The students will find information from two sources and will write a biography about their chose author. Once information is gathered and organized, the student will present the information in written and oral forms.
Indicator 7
The student categorizes relevant information from multiple sources into major categories (e.g., topics, subtopics).
KS RE 04.4.1.7
The teacher in collaboration with the Library/Media Specialist models to the students how students use different resources to locate needed information. The teacher uses a topic, such as trees in a region, and students will determine from which resource the information can be found. Then the teacher lists a subtopic about the topic (such as, trees in different regions) and the students will determine from which different resources the information can be found.
Benchmark 2
The student uses ethical research practices.
KS RE 04.4.2
Indicator 1
The student identifies what constitutes plagiarism.
KS RE 04.4.2.1
The teacher in collaboration with the Library/Media Specialist discusses the importance of giving credit to the author or originator of an article, story, or information.
Indicator 2
The student expresses information in own words using appropriate details and simple and compound sentences.
KS RE 04.4.2.2
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 copied 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 04.4.2.3
The teacher in collaboration with the Library/Media Specialist discusses the importance of giving credit to all references used or reproduced in order to create a bibliography.
Indicator 4
The student constructs a simple bibliography with author, title, publisher and copyright date or website name.
KS RE 04.4.2.4
The teacher in collaboration with the Library/Media Specialist encourages students to write about a famous person.
The teacher in collaboration with the Library/Media Specialist provides examples of bibliographies from various resources using the examples on the overhead projector. Using the examples, the teacher explains the author, title, publisher, year, and/or website name and explains the purpose for the bibliography. The teacher then provides the students with other sample copies of various bibliographies. The teacher asks "Jeopardy-type" questions regarding the copied bibliographies and students find the answers.
The teacher in collaboration with the Library/Media Specialist provides a Reference Section from a textbook. The teacher creates a scavenger hunt for the students. The students hunt for various resources based on clues given by the teacher.
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 student 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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