The student reads and comprehends text across the curriculum.
KS RE 00.1
Benchmark 1
The student uses skills in alphabetics to construct meaning form text.
KS RE 00.1.1
Indicator 1
The student identifies sounds of both upper and lower case letters of the alphabet (Letter-sound Relationships).
KS RE 00.1.1.1
The teacher stresses the sounds of the letters, for example, using letter of the day activities so that students are bringing in an object from home that starts with that letter. Combine upper and lower case instruction. Classrooms could go on a letter scavenger hunt to look for the sounds of the letter(s) being studied. (This is a year long activity.)
Helps students identify beginning and ending letter sounds of student's names in the classroom.
Uses phonemic awareness skills to manipulate the middle sounds, specifically short vowels. (This is an on-going process throughout the school year.)
Provides phonological awareness activities involving music, rhythm, and movement as quick brain breaks or energizers.
Indicator 2
The student identifies names of both upper and lower case letters of the alphabet. KS RE 00.1.1.2
The teacher uses a multi-sensory approach when helping students match letters to sound symbols.
The teacher provides multiple opportunities within lessons for students to read words.
Indicator 3
The student distinguishes letters from words by recognizing that words are separated by spaces.
KS RE 00.1.1.3
The teacher distinguishes letters from words by recognizing that words are separated by spaces. (This is a year long activity.)
Uses pocket charts with sentences that show amount of space between each word.
Indicator 4
The student demonstrates phonemic awareness skills by hearing and orally manipulating sounds (e.g., phoneme isolation, identification, categorization, blending, segmentation, deletion, addition, substitution). (Phonemic Awareness)
KS RE 00.1.1.4
The 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. 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 "dog")
*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: /m/, /a/, /t/?)
*demonstrates detecting and manipulating sounds within words (e.g., Is there a /g/ in the word "bug"?)
*demonstrates sequences of sounds in words (e.g., How many sounds do you hear in the word "fun"? - /f/, /u/, /n/)
*demonstrates isolated beginning, medial, and ending sounds (e.g., "What are the first sound, middle, and ending sounds in "dog"?)The teacher supplies an appropriate rhyming word to complete a familiar nursery rhyme or predictable text with rhyming lines.
Indicator 5
The student identifies and makes oral rhymes and begins to hear onsets and rimes (e.g., alliteration, intonation). (Phonological Awareness)
KS RE 00.1.1.5
The teacher reads nursery rhymes and riddles to the students to express
phonological awareness.The teacher uses songs such as "Apples and Bananas" and "Down By the Bay" to encourage student learning.
Indicator 6
The student demonstrates an understanding of graphemes and phonemes (i.e., sound-symbol relationships) in written and spoken language. (Phonics)
KS RE 00.1.1.6
The teacher tosses an alphabet ball (a blown-up beach ball with alphabet letters on it). Whatever letter the teacher's thumb is on, the student identifies that letter and the letter's sound.
The teacher demonstrates that some words have more than one phoneme (e.g., The word "step" has four phonemes /s/, /t/, /e/. /p/).
The teacher demonstrates that graphemes may include one or several letters (e g., b, d. g, or ch, sh, th).
The teacher has the students manipulate letter tiles to match spoken letter
sounds. The teacher then shows the students the connections between the letter tiles or letter cards with written word on the board or overhead.The teacher helps students understand why they are learning the relationships between letters and sounds.
Benchmark 2
The student reads fluently.
KS RE 00.1.2
Indicator 1
The student demonstrates an understanding of concepts of print (e.g., front-to-back, top-to-bottom, left-to-right) and begins to track print.
KS RE 00.1.2.1
The teacher provides multiple opportunities for book-handling and/or modeling concepts of print.
The teacher demonstrates and explains the concepts of print to the students when reading aloud.
The teacher provides the opportunity for students to make their own books, for example, a short repetitive story with one word per page, eventually creating longer stories.
The teacher works with sign language interpreter to demonstrate the inflectional patterns of sign language.
Indicator 2
The student locates periods, question marks, and exclamation points.
KS RE 00.1.2.2
The teacher models oral reading using voice inflection to accentuate the punctuation and asks the students which form of punctuation is being represented or expressed.
The teacher works with sign language interpreter to demonstrate the rhythm of sign language.
Indicator 3
The student imitates rhythm of speech in emergent oral reading.
KS RE 00.1.2.3
The teacher reads aloud and shared reading.
The teacher reads aloud a book that has been selected by a student.
Benchmark 3
The student expands vocabulary.
KS RE 00.1.3
Indicator 1
The student reads one-syllable and often heard words by sight.
KS RE 00.1.3.1
The teacher asks students to locate sight words within the environment, familiar text, and new text.
Indicator 2
The student uses picture clues to identify unknown words and meanings.
KS RE 00.1.3.2
The teacher demonstrates how to check picture clues to confirm meaning.
Benchmark 4
The student comprehends a variety of text (narrative, expository, technical, and persuasive).
KS RE 00.1.4
Indicator 1
The student participates in discussions about narrative and expository texts read to them.
KS RE 00.1.4.1
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 sure there are books in different languages available for volunteers to read.
Indicator 2
The student identifies and discusses title, author, illustrator, and illustrations.
KS RE 00.1.4.2
The teacher models the location of the title, illustrator, and author.
Indicator 3
The student uses picture clues, content, and prior knowledge to make predictions. KS RE 00.1.4.3
The teacher uses pictures or cards to allow the students to demonstrate their understanding of the sequence of events in a story.
The teacher uses words such as "before, after, and next" to sequence events.
Indicator 4
The student responds logically to literal, inferential, and critical thinking questions before, during, and after listening to the text.
KS RE 00.1.4.4
The teacher provides the opportunity and time for students to ask and answer questions about the text.
The teacher provides opportunity and time for students to answer questions about the text.
The teacher provides a graphic organizer, for example, a KWL Chart.
Indicator 5
The student uses picture clues, text, and prior knowledge to make inferences and draw conclusions.
KS RE 00.1.4.5
The teacher organizes small groups of students to create a play that retells the story.
The teacher uses elements of story grammar as a structure for recalling and retelling the story.
The teacher gives the students pictures from magazines, old texts, etc. and asks them to make up a story about what is happening in the pictures.
Indicator 6
The student develops awareness of text structure (e.g., sequence, problem-solution).
KS RE 00.1.4.6
The teacher asks students to look at picture and tell what they think will happen next.
The teacher uses a picture walk to make inferences and draw conclusions.
Indicator 7
The student sequences 2-3 events in order.
KS RE 00.1.4.7
The teacher asks students to tell how the characters in a story are the same or different.
The teacher structures art activities to retell the sequence of events in a story.
Indicator 8
The student compares and contrasts information in illustrations, prior knowledge, and texts read aloud.
KS RE 00.1.4.8
The teacher structures the student art activity to illustrate characters, setting problems, and sequences of events in a story.
KL Chart - what I Know and what I Learned.
Indicator 9
The student retells or role plays important events and information from the text.
KS RE 00.1.4.9
The teacher organizes small groups of students to create a play and retells the story.
Indicator 10
The student explains the topic of a selection that has been read aloud (e.g., What is the book about?)
KS RE 00.1.4.10
The teacher allows students to use puppets, props, or other methods to retell a story.
The student responds to a variety of text.
KS RE 00.2
Benchmark 1
The student uses literary concepts to interpret and respond to text.
KS RE 00.2.1
Indicator 1
The student identifies and discusses character(s) in literature.
KS RE 00.2.1.1
The teacher supports student understanding by facilitating student think-aloud activities.
The teacher uses a graphic organizer to compare and contrast characters.
Indicator 2
The student identifies and talks about events in the story and why they are important.
KS RE 00.2.1.2
The teacher has students discuss then draw the setting.
The teacher uses a graphic organizer to discuss the story setting.
Indicator 3
The student identifies and discusses problem and solution.
KS RE 00.2.1.3
The teacher allows for class discussion regarding problem and solution.
The teacher uses a graphic organizer to show the problems and possible solutions and discusses the pros and cons of the solution, when appropriate.
Benchmark 2
The student understands the significance of literature and its contributions to human understanding and culture.
KS RE 00.2.2
Indicator 1
The student recognizes and discusses cultural elements in books read aloud.
KS RE 00.2.2.1
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 00.3
Benchmark 1
The students use writing as a tool for learning throughout the curriculum.
KS RE 00.3.1
Indicator 1
The student uses pictures and/or words (developmentally appropriate) to record thoughts, facts, and ideas.
KS RE 00.3.1.1
The teacher provides the students with the supplies (e.g., stickers, pictures, etc.) to demonstrate understanding of a book, story, or concept and to form a writing sentence.
The teacher uses shared writing activities throughout 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 00.3.2
Indicator 1
The student uses some prewriting strategies to organize ideas on a topic or a prompt (e.g., drawing a picture, discussing with a partner).
KS RE 00.3.2.1
The teacher uses pictures from a story book and directs students to sequence the pictures and tell a story about the pictures.
Indicator 2
The student draws and/or writes to communicate ideas.
KS RE 00.3.2.2
The teacher provides a story prompt and has students draw and label pictures that illustrate their story ideas.
Indicator 3
The student records ideas for sharing.
KS RE 00.3.2.3
The teacher uses shared writing activity, asking each student to provide an idea or picture to be included in the story.
Benchmark 3
The students use ideas that are well developed, clear and interesting.
KS RE 00.3.3
Indicator 1
The student chooses ideas in which pictures are supported by some words.
KS RE 00.3.3.1
The teacher assists student in writing the title or label for a student drawing.
Indicator 2
The student includes details in drawings.
KS RE 00.3.3.2
The teacher scaffolds the student ideas to enrich the drawing or writing.
The teacher helps student make meaning/connections that letters represent words (student reads aloud work).
The teacher uses literature to model ideas and supporting details.
Benchmark 4
The students will use organization that enhances the reader's understanding.
KS RE 00.3.4
Indicator 1
The student writes from left-to-right.
KS RE 00.3.4.1
The teacher instructs and provides practice for student in writing letters in name from left to right.
Indicator 2
The student writes top-to-bottom.
KS RE 00.3.4.2
The teacher models the arrangement of concrete objects from left-to-right and or top-to-bottom.
The teacher models beginning, middle, and end of a story.
The teacher uses literature to model beginning, middle, and end of the story.
Benchmark 5
The students use authentic and appropriate voice.
KS RE 00.3.5
Indicator 1
The student communicates feelings through drawings.
KS RE 00.3.5.1
The teacher provides stickers for students to place on an attendance chart that reflects the student's feelings for the day.
The teacher shows facial expressions on cards, charts, and etc. and students use those emotive words when labeling their picture or writing.
The teacher uses literature to model how to use voice in writing.
Benchmark 6
The students use effective word choice.
KS RE 00.3.6
Indicator 1
The student recognizes the difference between nouns and verbs.
KS RE 00.3.6.1
The teacher discusses action words and naming words.
The teacher discusses words that describe nouns (adjectives).
The teacher uses literature to model word choice.
Benchmark 7
The students use clear and fluent sentences.
KS RE 00.3.7
Indicator 1
The student communicates a complete thought.
KS RE 00.3.7.1
The teacher provides picture cards for the student to arrange in a meaningful and logical sequence to convey a complete thought.
The teacher uses literature to model complete sentences/thoughts.
Benchmark 8
The students use standard American English conventions.
KS RE 00.3.8
Indicator 1
The student writes using correct directionally when forming letters and words.
KS RE 00.3.8.1
The teacher provides a tactile medium for students to practice making letter and words (e.g., sand painting, pudding, finger paint).
Indicator 2
The student capitalizes the first letter of their first and last name.
KS RE 00.3.8.2
The teacher distributes markers and laminated cards on which the students trace their names.
The teacher writes students' names in dots with directional arrows for the students to trace.
The teacher uses literature to model conventions.
Benchmark 9
The students use a variety of modes of writing for different purposes and audiences.
KS RE 00.3.9
Indicator 1
The student uses interactive writing.
KS RE 00.3.9.1
The teacher provides a safe environment for students to offer written or oral contributions to a group.
Indicator 2
The student writes for a specific purpose and audience.
KS RE 00.3.9.2
The teacher provides materials for students to write invitations for parent night, thank you note for a field trip, or a letter to a friend in the classroom
The student applies reading and writing skills to demonstrate learning.
KS RE 00.4
Benchmark 1
The student uses effective research practices.
KS RE 00.4.1
Indicator 1
The student discusses curriculum topics or topics of interest.
KS RE 00.4.1.1
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 00.4.1.2
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 formats exist.
KS RE 00.4.1.3
The teacher in collaboration with the Library/Media Specialist has a variety of media in the classroom (e.g., books, magazines, videos, TV, Internet and CD ROM).
Indicator 4
The student finds information, with guidance, appropriate to task (e.g., print, non-print).
KS RE 00.4.1.4
The teacher in collaboration with the Library/Media Specialist assists students in conducting a survey.
The teacher creates a graph representing a survey of the class, for example, student pets, or favorite colors, numbers of students wearing sneakers, etc.
See Mathematics Standard: Standard 4- Data
Indicator 5
The student observes the recording of relevant information.
KS RE 00.4.1.5
The teacher in collaboration with the Library/Media Specialist creates appropriate data-collection activities.
Indicator 6
The student shares information.
KS RE 00.4.1.6
The teacher in collaboration with the Library/Media Specialist allows time for reporting of finding.
Benchmark 2
The student uses ethical research practices.
KS RE 00.4.2
Indicator 1
The student gives credit to an information source.
KS RE 00.4.2.1
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 student focuses attention on the speaker/message when given a readiness cue.
Indicator 2
The student maintains age-appropriate focus for a short period, such as ten to fifteen minutes (one activity).
Benchmark 2
The effective listener recognizes/identifies verbal and nonverbal cues accurately.
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.
Benchmark 5
The effective listener analyzes/evaluates the message.
Indicator 1
The students use criteria to determine fact from fiction.
Indicator 2
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 2
The effective viewer recognizes/identifies the cues in visual messages transmitted through objects, images, sounds, and words.
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 distinguish among types of visual messages, such as photographs, computer images, actual objects, and artists' depictions.
Indicator 2
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.
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 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.
Benchmark 4
The effective speaker uses appropriate content for purpose, audience, occasion, and context.
Benchmark 5
The effective speaker demonstrates control of delivery skills.
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," "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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