The student reads and comprehends text across the curriculum.
KS RE HS.1
Benchmark 1
The student expands vocabulary.
KS RE HS.1.3
Indicator 1
The student locates and uses the reference materials available in the classroom, school, and public libraries (e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are appropriate to the task.
KS RE HS.1.3.2
The teacher reviews reference materials with students.
Benchmark 2
The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
KS RE HS.1.4
Indicator 1
The student uses information from the text to make inferences and to draw conclusions.
KS RE HS.1.4.5
The teacher has the students read a narrative text. As the students are reading about a character, the teacher has the students make inferences about the character using the descriptive words which are describing the character. The students arrive at their inferences using a word equation (see-example-below)
Character-Description--+--Prior-Knowledge--=--Inference
(What-are-the-details)----------------(What-the-details-mean-to-you)The teacher encourages the students to draw conclusions using information from the text. The teacher has the students chart piece -of information from the text onto a two-column graphic organizer (see below) and draw conclusions using the information from the text.
Information-From-The-text Conclusion
Friends-are-buying-dresses Going-somewhere-special
Students-decorating-the-gym A-possible-party
Making-reservations-for-dinner A-special-occasionIn World History, the teacher, has the students develop a five-column matrix with the four characteristics of a civilization and add religion. Then down the side, give a row in the matrix to each Middle Eastern ancient civilization: Sumerians, Babylonians, Phoenicians, Assyrians, and Hebrews. The students complete the matrix as a chart of information to show how each group fulfilled the requirements of being deemed a civilization. Students should then draw conclusions about each civilization and the Middle Eastern civilization as a region.
Indicator 2
The student distinguishes between fact and opinion, and recognizes propaganda e.g., advertising, media, politics, warfare), bias, and stereotypes in various types of appropriate-level texts.
KS RE HS.1.4.15
The teacher explains a fact and opinion chart.
The student applies reading and writing skills to demonstrate learning.
KS RE HS.4
Benchmark 1
The student uses effective research practices.
KS RE HS.4.1
Indicator 1
The student locates appropriate print and non-print information using text and technical resources, periodicals, and book indices, including databases and Internet.
KS RE HS.4.1.2
The teacher uses and explains glossaries, indexes, tables of content, CD ROM, card catalogue, electronic mail, field trips, interviews.
Indicator 2
The student analyzes the complexities and discrepancies in information and systematically organizes relevant information to support central ideas, concepts, and themes.
KS RE HS.4.1.4
The teacher uses and explains formal note-taking, outlining, graphic organizers.
Indicator 3
The student documents sources of information using standard format.
KS RE HS.4.1.7
The teacher provides students with a model of documents with source of information.
Benchmark 2
The student uses ethical research practices.
KS RE HS.4.2
Indicator 1
The student analyzes and understands implications and consequences of plagiarism (e.g., ethical, legal, professional).
KS RE HS.4.2.1
The teacher assigns students a task to write about penalties for plagiarism.
Indicator 2
The student cites references for all sources of information including summarized and paraphrased ideas from other authors.
KS RE HS.4.2.3
The teacher provides students with models for summarizing and paraphrasing references cited.
Learners will participate effectively as listeners within formal and informal groups.
Benchmark 1
The effective listeners is attentive.
Indicator 1
The students use personal strategies to maintain focus (metacognition).
Benchmark 2
The effective listeners understand the message.
Indicator 1
The students enhance understanding through appropriate use of speaker supplemental aids, such as maps, word lists, or texts.
Benchmark 3
The effective listener remembers and applies content of the message.
Indicator 1
The students assimilate knowledge from listening and use it in a new context.
Indicator 2
The students use appropriate strategies to remember.
Benchmark 4
The effective listener analyzes/evaluates the message.
Indicator 1
The students distinguish between relevant and irrelevant material.
Indicator 2
The students judge validity of ideas, arguments, or hypothesis.
Indicator 3
The students distinguish between fact and opinion.
Indicator 4
The students recognize and control their own emotional responses to material.
Indicator 5
The students accept appropriate criticism, disagreement, suggestions, and compliments.
Learners speak effectively for a variety of audiences, purposes,
occasions, and contexts.
Benchmark 1
The effective speaker produces a coherent message.
Indicator 1
The students use thesis statements and main points to structure planned speeches.
Indicator 2
The students use transitions between main points.
Indicator 3
The students use introductions that prepare an audience for the speech.
Indicator 4
The students use conclusions that reinforce the message and signal closure for planned speeches.
Benchmark 2
The effective speaker uses appropriate content for purpose, audience, occasion, and context.
Indicator 1
The students use information that is relevant, accurate, and sufficient.
Benchmark 3
The effective speaker demonstrates control of delivery skills.
Indicator 1
The students use an extemporaneous manner of delivery that creates speaker connection to audience.
Indicator 2
The students maintain an acceptable level of pose including eye contact, body position/movement, and vocal expression (volume, pace, and inflection).
Indicator 3
The students use appropriate pronunciation and clear articulation.
Indicator 4
The students avoid distracting delivery behaviors such as fidgeting, rocking podium, shuffling notes, and unintended verbal pauses.
Benchmark 4
The effective speaker recognizes the role of evaluation in oral communication.
Indicator 1
The students use self-evaluation to improve oral communication.
Indicator 2
The students use criticism to improve future oral presentations.
Indicator 3
The students modify the delivery or content during a presentation in response to audience feedback.
Standard 5 Information Retrieval:
The communicator will retrieve information from a variety of appropriate sources.
Benchmark 1
The effective communicator uses sources from a variety of media and formats.
Indicator 1
The students use appropriate sources from electronic, print, and expert categories of information for purposes, audiences, occasions, and contexts.
Benchmark 2
The effective communicator collects, sorts, and selects sources and information.
Indicator 1
The students select best information for purposes, audiences, occasions, and contexts.
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