The student reads and comprehends text across the curriculum.
KS RE 02.1
Benchmark 1 The student uses skills in alphabetics to construct meaning from text.
KS RE 02.1.1
Indicator 1 The student manipulates onsets and rimes in spoken syllables. (Phonological Awareness)
KS RE 02.1.1.1
The teacher teaches advanced phonic-analysis skills explicitly, first in isolation and then in words and connected text when students are becoming proficient in trade books.
The teacher separates aurally and visually similar letter combinations in the instructional sequence (e.g., does not introduce both sounds for "oo" simultaneously, separates "are", and "au").
The teacher sequences words and sentences strategically to incorporate known phonics units (e.g., letter combinations and inflection).
The teacher ensures that students know the sounds of the individual letters prior to introducing larger orthographic units (e.g. "ill", "ap", "ing").
The teacher provides initial practice in controlled contexts in which students can apply newly learned skills successfully.
The teacher offers repeated opportunities for students to read words in context where they can apply the advanced phonics skills with a high level of success.
The teacher introduces digraphs, diphthongs
Indicator 2
The student uses knowledge of developmentally appropriate decoding skills (e.g. consonant-vowel combinations, blends, digraphs, word families) when reading unknown words.
(Phonics)KS RE 02.1.1.2
The teacher has the student build a word using letter manipulatives, replacing initial or ending letter(s) to make a new word (containing short or long vowel sounds), and saying the word.
The teacher helps students to transfer automatically skills from one word type to another in order to read trade books.
The teacher introduces and teaches strategies for learning new letter combination, prefix, or word ending by modeling each of the fundamental stages of blending the word and then reading the whole word.
The teacher uses examples when the roots are familiar words to students (e.g., remake, and prepay, as opposed to record and recode) and separates prefixes that appear in initial instruction sequences (e.g., re and pre).
The teacher incorporates meaningful and content-focused spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to map the sounds of letter onto print.
The teacher teaches explicit strategies to read multi-syllabic words by using prefixes, suffixes, and known word parts.
The teacher produces rhyming words and has students distinguish rhyming words from non-rhyming words.
Indicator 3
The student categorizes onsets and rimes in spoken syllables. (Phonological Awareness)
KS RE 02.1.1.3
The teacher creates a game by dividing the students into groups of four. Each group should have one person designated to be the "passer". Each group is given a consonant cluster and six word families. Students make as many words as they can until they hear the buzzer. If they think they have made a real word, they need to write the word down. The teacher gives the students 2 minutes per round. Each "passer" then passes his/her group's consonant cluster to the group sitting to his/her group's right. When each group has had every cluster, thewords are read and can be challenged by other groups, but the dictionary settles any challenges.
Benchmark 2
The student reads fluently.
KS RE 02.1.2
Indicator 1
The student uses knowledge of conventions (e.g., ending punctuation, commas, apostrophes) to read fluently at instructional or independent reading levels.
KS RE 02.1.2.1
The teacher has students make note cards with ending punctuation. The teacher writes sentences on the board omitting the ending punctuation. The students must hold up the card with the correct punctuation as the teacher reads the sentence from the board.
The teacher reads selected text using voice inflection for students to identify the correct punctuation represented by the inflection.
The teacher will model phrased and fluent reading.
The teacher collaborates with another teacher from an upper grade and will have the students from that grade partner and read to the younger students, thus, to show a demonstration of phrased and fluent reading.
Indicator 2
The student reads expressively with appropriate, pacing, phrasing, intonation, and rhythm of speech.
KS RE 02.1.2.2
The teacher has students practice reading aloud with expression by reading text to younger students.
Indicator 3
The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels.
KS RE 02.1.2.3
The teacher allows time for silent reading.
Indicator 4
The student uses a variety of word-recognition strategies (e.g., practicing words in isolation, practicing reading words in text) to read fluently.
KS RE 02.1.2.4
The teacher encourages the student to read into a tape recorder and to listen to himself/herself read orally using words comprised of phonemic elements and word types that have been previously introduced.
The teacher provides assisted reading of high-frequency irregular words commonly used. Then, encourages independent reading.
The teacher encourages repeated oral reading using irregular words that have been previously taught.
Indicator 5
The student begins to adjust reading rate when reading narrative and expository texts.
KS RE 02.1.2.5
The teacher has each student put his/her name, book, title, and four signature lines on a 4x6 note card. The students collect signatures for each time he/she reads the story to anyone who would listen.
The teacher encourages students to monitor his/her own comprehension and to act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help.
The teacher guides student's comprehension of text by asking questions before reading. In a guided reading session, directs fluent readers read parts of the text silently.
The teacher uses graphic organizers to express word structure, for example, an organizer that asks the students to identify the word in context, from a dictionary or from content text.
Benchmark 3
The student expands vocabulary.
KS RE 02.1.3
Indicator 1
The student demonstrates automatic recognition of sight words.
KS RE 02.1.3.1
The teacher introduces high frequency word games and activities which could include bingo, tic-tac-toe, go fish, and teacher-made board games.
The teacher pre-teaches read high frequency word readers prior to reading which are included with many texts. Sequences high frequency words to avoid potential confusion. Then, teacher reviews the sight words as part of the daily reading instruction.
The teacher has the student engage in word wall activities and word sorts. Word walls should be added to continually and made a living part of the classroom.
The teacher has the student use "rainbow writing" in which he/she traces over words using a variety of color markers or crayons.
The teacher limits the number of sight words introduced at one time.
Indicator 2
The student determines the meaning of unknown words or phrases using picture clues and context clues from sentences and paragraphs.
KS RE 02.1.3.2
The teacher leads the class through the process of decoding unknown word(s) using context clues plus initial sound or familiar pattern with the context in a shared book. Then, continually reviews the words cumulatively.
The teacher during social studies class, has the students use the picture or context clues in the text to determine the meaning of an unfamiliar word (e.g., barter). The teacher discusses with the students whether or not there are services or goods they barter for at home. Then, teacher has students brainstorm a list of five goods they desire and describe ways of obtaining these goods and services without using money. Then, the teacher explains why using money makes it easier to get the same five items.
The teacher covers one word in a sentence with colored tape. The student uses the rest of the sentence, picture, or paragraph to determine what the word could be and/or means. The teacher also asked the student to explain how he/she knew, what clues did the author give in the text, and what did students really know.
The teacher selects a passage from a story and covers or deletes selected words utilizing the CLOZE method. Students provide the missing word.
The teacher reads aloud and pauses periodically to allow students to predict the missing word.
The teacher provides repeated and multiple exposures to critical vocabulary.
Indicator 3
The student identifies and uses synonyms, antonyms, and homophones to determine the meaning of words.
KS RE 02.1.3.3
The teacher conducts word search activities and word sorts. Word walls should be updated frequently and made a living part of the classroom.
Indicator 4
The student uses a picture dictionary, a dictionary, or a glossary to determine word meaning.
KS RE 02.1.3.4
The teacher has students use a dictionary to locate and substitute a synonym for an underlines word in a sentence.
Indicator 5
The student determines meaning of words through knowledge of word structure e.g., base words, compound nouns, contractions, inflectional endings).
KS RE 02.1.3.5
The teacher uses graphic organizers to express word structure.
Benchmark 4 The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
KS RE 02.1.4
Indicator 1
The student recognizes the differences between narrative, expository, and technical texts.
KS RE 02.1.4.1
The teacher cumulatively builds a repertoire of skills and strategies that are introduced, applied, and integrated with appropriate texts and the authentic purposes over the course of the year.
The teacher connects prior knowledge skills and strategies with new context and text.
The teacher will ask the students to write fiction stories, write non-fiction stories, create recipes, or create how-to instructions. Once completed, these products are shared with the class. This could be a cross-curricular activity relating to science and social studies.
Indicator 2
The student locates and discusses text features (e.g., title, graphs, and charts, table of contents, boldface type, italics, glossary, index) to understand information.
KS RE 02.1.4.2The teacher uses a guided reading strategy to introduce parts of a book.
The teacher teaches explicit strategies to interpret information from graphs, diagrams, and charts.
The teacher uses science and social studies text to discuss the many charts and graphs. Students then create their own graph based on information relevant to them.
The teacher encourages students to use science and social studies texts to identify the table of contents, boldface type, italics, glossary, and index.
Indicator 3
The student uses pictures, content, and prior knowledge to make predictions.
KS RE 02.1.4.3
The teacher has the student study the book's cover for clues about the story encourages the student to use what he/she knows about the cover's subject to predict the story plot and what problems the character(s) could have. During the silent reading, the student identifies the character's problem and predicts how the character will resolve it. The teacher records the student's predictions on chart paper, asking students to justify his/her predictions. The teacher continues reading, stopping periodically to check initial predictions and allows the student to change his/her prediction based on the new information. After reading, the student completes a story map identifying the problem, main events, and resolution.
The teacher asks the students to identify the character's problem and predict how the character will solve the problem. The teacher records the student's predictions. The teacher continues reading, stopping periodically to check initial predictions and allows the students to change his/her prediction based on new information.
The teacher models predicting the outcome of an event or action and asks the student to use the text to confirm or contradict the prediction.
Indicator 4
The student generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text.
KS RE 02.1.4.4
The teacher provides instruction before, during, and after reading comprehension strategies.
The teacher designs instruction to teach children to answer who, what, when, where, and how questions.
The teacher gives the students before reading, during reading, and after reading questions in order to provide opportunities for the students to respond to the text.
The teacher creates story mobiles using topic, main ideas, and supporting details from a book. The mobile begins at the top with the main idea, adds pieces to support the details of the story.
Indicator 5
The student uses illustrations, text, and prior knowledge to make inferences and to draw conclusions.
KS RE 02.1.4.5
The teacher uses literature circle to have the students tell the main idea of the story after an initial reading.
The teacher guides the student in completing a fishbone graphic organizer depicting main idea and supporting details after reading a text on firefighters.
The teacher engages students in a DRTA (Directed Reading Thinking Activity).
Indicator 6
The student identifies text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect).
KS RE 02.1.4.6
The teacher creates a two-column note form or T-Chart with pictures from text on the left side and inference about the pictures on the right side as a model for students to use.
QAR
Indicator 7
The student sequences events according to basic story structure of beginning, middle, and end.
KS RE 02.1.4.7
The teacher provides instruction in time/order, cause and effect, comparison and contrast, problem and solution, and descriptive.
Indicator 8
The student compares and contrasts information (e.g., topics, characters) between texts and within a single text.
KS RE 02.1.4.8
The teacher has the student use a graphic organizer (story maps, flip boards, sequence chains, and/or casual chains) to
The teacher during social studies class, has the students describe the physical and human characteristics of the local community (e.g., location, land, weather, seasons, people, jobs, houses, food, recreation, customs) compared to another in the text.
The teacher assists the students in creating a timeline utilizing information from reading text and other content area.
The teacher has the student organize sentence strips or pictures depicting main events in the correct order after listening to or reading narrative text.
The teacher uses graphs, charts, signs or captions and other informational devices to assist in comprehension.
Indicator 9
The student identifies causes and effect relationships in narrative and expository texts.
KS RE 02.1.4.9
The teacher has the student retell the basic message of the texts in their own reading.
The teacher has the student organize sentences, words, or pictures depicting the main events after listening to or reading narrative text and expository text.
The teacher asks the students to retell a familiar nursery rhyme, detailing the cause and effects of the main characters in the story. Students could also change the ending of the rhyme.
The teacher uses graphic organizers such as webbing to link causes and effects in text.
Indicator 10
The student retells or role plays important events and main ideas from narrative and expository texts.
KS RE 02.1.4.10
The teacher uses graphic organizers such as webbing to link causes and effects in text.
The teacher provides a graphic organizer (e.g., Venn Diagram).
The teacher uses story grammar structure as a tool for promoting information to compare and contrast, organize information, and group related ideas to maintain a consistent focus.
The teacher reads aloud a familiar fable. Then asks the students to state one detail from the story. The suggestions are listed on chart paper. The teacher helps the students to determine the main idea of the story. The teacher writes the main idea with a different color of ink, under all of the details. Then, rereads the story and asks the students to listen carefully to determine if the main idea is stated in the story. The teacher directs the students to see that the details support the main idea.
The teacher provides an assortment of magazines, newspapers, and etc. and has the students form small groups to read and discuss one article. The students are to list details and/or facts about their text and identify the main idea.
Indicator 11
The student identifies topic, main ideas, and supporting details in appropriate-level text.
KS RE 02.1.4.11
The teacher uses a graphic organizer to express fact and opinion.
The teacher has the students organize sentences, word, or pictures depicting the main events after listening to or reading narrative text and expository text.
Indicator 12
The student distinguishes between fact and opinion in various texts.
KS RE 02.1.4.12
The teacher provides a graphic organizer to assist students in distinguishing facts and opinions.
The student reads and responds to a variety of text.
KS RE 02.2
Benchmark 1
The student uses literary concepts to interpret and respond to text.
KS RE 02.2.1
Indicator 1
The student identifies and describes character(s) in literature.
KS RE 02.2.1.1
The teacher has the student retell the basic message in his/her ownvwords.
The teacher will provide the students with heavy paper and instructs them to fold the paper in half, horizontally. Next, the students draw a picture of one or more characters from the book and the setting where the story took place.
The teacher asks the students to answer the following questions concerning a character from the selected text:
1. What is the name of the character?
2. Is the character a boy or a girl?
3. How old is the character?
4. What else do you know about the character?
Now, the teacher directs the students to pretend that the character has turned into the student's next-door neighbor. Again, the teacher directs the students to use their imagination to answer the following questions"
1. Where does the character live?
2. Where does the character go to school?
3. Is the character in your classroom?
4. Who is the character's best friend?
Finally, the teacher reminds the students that the character has turned into a real person. Students are directed to think about what the character might do, and include the character's favorite things, such as a favorite book, animal, color, or game.The teacher gains the assistance of the art and/or music teacher(s) to assist the students in creating a play emphasizing the characters and setting of a story.
Indicator 2
The student identifies and describes setting.
KS RE 02.2.1.2
The teacher has the student fold a piece of paper into four frames and use each frame to highlight a main event in a story. The student creates a detailed illustration and writes a sentence in each frame to complete a story board.
The teacher creates learning dyads where students generate questions for a peer about a story.
The teacher has the student illustrate a selected passage from a text to demonstrate his/her understanding of the main idea of the passage.
The teacher creates a learning dyads where students generate questions for a peer concerning the setting of the story.
The teacher discusses with the students that most stories have more than one setting. The teacher asks the students to imagine they are going to create a play or movie about a story they have read. The teacher directs the students to think about four different setting from the book and asks them to draw each of them. The teacher explains to the students that they are not to draw the characters into their pictures.
Indicator 3
The student retells the plot of a story.
KS RE 02.2.1.3
The teacher has students to compare and contrast different versions of the same fairy tale, similar stories, and/or text covering the same topic.
The teacher creates a large music note for each student. The teacher explains to the students to write the important events on each note as they happened in the story. The teacher can arrange the music notes on the bulletin board.
Benchmark 2
The student understands the significance of literature and its contributions to various cultures.
KS RE 02.2.2
Indicator 1
The student reads to connect personal experiences and ideas with those of other cultures in literature.
KS RE 02.2.2.1
The teacher enlists the assistance of the school librarian in location read aloud materials from a variety of cultures.
The teacher during social studies, uses a story mapping to map out the story of a historically significant person's life.
Indicator 2
The student identifies various languages, traditions, and cultures found in literature.
KS RE 02.2.2.2The teacher leads students to compare and contrast different versions of the same fairy tale, similar stories, and/or text covering the same topic.
Indicator 3
The student makes connections between specific aspects of literature from a variety of cultures and personal experiences.
KS RE 02.2.2.3
The teacher has the student use the QAR framework and poses questions to assist students in their understanding of the text. This process can be used to activate prior knowledge, to make predictions based on illustrations, and to recall important events and details presented in the text.
The students write effectively for a variety of audiences, purposes, and contexts.
KS RE 02.3
Benchmark 1
The students use writing as a tool for learning throughout the curriculum.
KS RE 02.3.1
Indicator 1
The student writes notes, graphics organizers, journal entries, learning logs and self-reflections while learning in content areas.
KS RE 02.3.1.1
The teacher provides the students with the supplies (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 written/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 02.3.2
Indicator 1
The student uses prewriting strategies to organize ideas on a topic or a prompt e.g., mapping, listing, clustering).
KS RE 02.3.2.1
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 02.3.2.2
The teacher provides instruction in a graphic organizer (e.g., hamburger).
Indicator 3
The student revises writing with assistance, focusing on the six traits of writing.
KS RE 02.3.2.3
The teacher helps the student create a list of descriptors to improve voice, ideas, and concepts.
Indicator 4
The student edits for conventions such as capitalization, end punctuation and spelling.
KS RE 02.3.2.4
The teacher states the error that has occurred based on conventions and the student then finds the errors and makes the connections.
Indicator 5
The student publishes a legible final copy.
KS RE 02.3.2.5
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 02.3.3
Indicator 1
The student chooses an idea about which to write.
KS RE 02.3.3.1
The teacher structures takes (e.g., several picture boxes) so that students can provide multiple pictures that tell a complex story.
Indicator 2
The student develops one clear main idea.
KS RE 02.3.3.2
The teacher scaffolds the student ideas to enrich the writing.
Indicator 3
The student includes details to develop main idea.
KS RE 02.3.3.3
The teacher models the completion of a graphic organizer to determine the main idea.
The teacher uses literature to model a clear main idea and supporting details.
Benchmark 4
The students will use organization that enhances the reader's understanding.
KS RE 02.3.4
Indicator 1
The student uses a variety of organizational strategies such as webbing or concept mapping.
KS RE 02.3.4.1
The teacher provides instruction with matching labels with pictures that tell a story.
Indicator 2
The student writes a series of sentences, with the ideas presented in a logical order.
KS RE 02.3.4.2
The teacher provides instruction in developing a story with a beginning, a middle, and an end.
The teacher uses literature to model a story with beginning, middle, and end or sequencing (expository/narrative).
Benchmark 5
The students use authentic and appropriate voice.
KS RE 02.3.5
Indicator 1
The student writes expressively.
KS RE 02.3.5.1
The teacher structures a cooperative learning activity where the students create a word list of feelings, colors, and other words that reflect how the student would talk in their writing.
The teacher uses literature to model emotions/feelings in writing.
Benchmark 6
The students use effective word choice.
KS RE 02.3.6
Indicator 1
The student attempts new words to make writing more interesting.
KS RE 02.3.6.1
The teacher assists students to develop phrases that create mental pictures.
Indicator 2
The student understands concept of a verb.
KS RE 02.3.6.2
The teacher assists students in selecting action words and naming words adjectives).
Indicator 3
The student uses verbs and nouns and adjectives in a sentence.
KS RE 02.3.6.3
The teacher uses sentence strips and has students identify the nouns and verbs.
The teacher introduces synonyms (good/nice).
The teacher uses literature to model different words and to convey meaning/interest.
Benchmark 7
The students use clear and fluent sentences.
KS RE 02.3.7
Indicator 1
The student writes a complete sentence with subject/verb agreement.
KS RE 02.3.7.1
The teacher models writing sentences of varying lengths.
Indicator 2
The student writes sentences that are easy to read aloud.
KS RE 02.3.7.2
The teacher models and explains a complete sentence using sentence strips.
The teacher uses student writing samples to model different ways to start sentences (check the first four sentences and write these words on the overhead and ask students how each sentence started).
The teacher uses literature that models sentences fluency (different ways to begin sentences, variation in sentence length).
Benchmark 8
The students use standard American English conventions.
KS RE 02.3.8
Indicator 1
The student writes complete sentences.
KS RE 02.3.8.1
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 02.3.8.2
The teacher uses a learning activity that allows students to find and correct missing capital letters.
Indicator 3
The student uses correct ending punctuation.
KS RE 02.3.8.3
The teacher creates learning activities that allow students to select the correct ending punctuation.
Indicator 4
The student correctly spells commonly used words.
KS RE 02.3.8.4
The teacher develops a word wall for commonly used words and encourages students to write these words in their self-made dictionary.
The teacher models how a paragraph is indented and constructed.
The teacher models correct grammar/usage through shared writing activities and student samples.
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 02.3.9
Indicator 1
The student writes for a specific purpose and audience.
KS RE 02.3.9.1
The teacher uses different text types literature (narrative and expository) that models different author's purposes/audiences.
Indicator 2
The student writes descriptive pieces (e.g., journal entries, and learning logs).
KS RE 02.3.9.2
The teacher periodically during the school year, has the student brainstorm (in groups or individually) topics about which to write. The student keeps his/her list in their writing folder or binder so that it is accessible. Topics may be organized under categories nominated by the teacher or defined by the student(s). Possible categories could include: family, friend, sports, hobbies, holidays, special places, favorite activities, pets, learning topics, and books read.
The teacher provides the opportunity for students to use words and pictures to produce journal entries, poetry, personal narratives, lists, notes, letters, and etc.
Indicator 3
The student writes narrative pieces that may include personal narratives.
KS RE 02.3.9.3
The teacher has students write stories about personal experiences.
Indicator 4
The student writes expository pieces (e.g., lists, math problems, and directions).
KS RE 02.3.9.4
The teacher has the students write out directions from the office to the classroom from the playground to the classroom, or the bathroom to the classroom. Then uses provides new students to the classroom with these notes.
The student applies reading and writing skills to demonstrate learning.
KS RE 02.4
Benchmark 1
The student uses effective research practices.
KS RE 02.4.1
Indicator 1
The student discusses curriculum topics or topics of interest.
KS RE 02.4.1.1
The teacher in collaboration with the Library/Media Specialist conducts a show-and-tell opportunity.
The teacher in collaboration with the Library/Media Specialist allows for opportunities to discuss current events and gives the students time to discuss the source of the information.
The teacher in collaboration with the Library/Media Specialist provides an opportunity for students to contribute to the classroom newspaper.
Indicator 2
The student formulates broad and specific questions that relate to the topic under discussion and seeks answers.
KS RE 02.4.1.2
The teacher in collaboration with the Library/Media Specialist structures the classroom to promote student curiosity.
The teacher in collaboration with the Library/Media Specialist provides a graphic organizer that allows the students to generate questions about the topic being discussed and the sources of information that can be used in order to answer the question.
Indicator 3
The student recognizes, with guidance, that different text formats exist.
KS RE 02.4.1.3
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).
Indicator 4
The student locates, with guidance, appropriate information (e.g., print, non-print.
KS RE 02.4.1.4The teacher in collaboration with the Library/Media Specialist works with librarian to help students locate information from books, magazines, videos, TV, Internet, DVD's and CD ROM.
Indicator 5
The student records information.
KS RE 02.4.1.5
The teacher in collaboration with the Library/Media Specialist creates appropriate data collection activities.
See Mathematics Standards: Standard 4 - Data.
Indicator 6
The student organizes and shares information.
KS RE 02.4.1.6
The teacher in collaboration with the Library/Media Specialist allows time for reporting of findings.
Indicator 7
The student selects relevant information.
KS RE 02.4.1.7
The teacher in collaboration with the Library/Media Specialist models telling a story that contains relevant and irrelevant information, for example, "going to the grocery store."
The teacher in collaboration with the Library/Media Specialist directs the students to discuss the details of the story that are important and those parts of the story that are not important. This activity should springboard into a writing assignment that asks for specific details.
Benchmark 2
The students use ethical research practices.
KS RE 02.4.2
Indicator 1
The student discuses the differences between the author's work and the student's work (plagiarism).
KS RE 02.4.2.1
The teacher in collaboration with the Library/Media Specialist inquires about the source of the student's information.
Indicator 2
The student expresses information in own words using complete sentences.
KS RE 02.4.2.2
The teacher in collaboration with the Library/Media Specialist models how to write expressions in own words.
Indicator 3
The student gives credit to author, title, or website.
KS RE 02.4.2.3
The teacher in collaboration with the Library/Media Specialist explains the connection between the author and title before reading a book
The teacher in collaboration with the Library/Media Specialist creates a "How would you feel." question and answer session. Questions might include. "How would you feel if someone turned in your art work as their own"? or "How would you feel if your math assignment was taken by someone and turned it in as their own"? The teacher could direct this activity using a discussion web graphic organizer.
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 interaction.
Indicator 2
The students begin using context to determine meaning of unfamiliar verbal and nonverbal cues, such as appropriate assembly behavior.
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 retell the message in sequence with three to five details.
Indicator 4
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 predict more than one outcome.
Indicator 2
The students draw appropriate conclusions.
Indicator 3
The students use criteria to determine fact from fiction.
Indicator 4
The students recognize exaggeration and distortion.
Indicator 5
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 focus attention on specific details when given directions.
Indicator 3
The students maintain age-appropriate focus for short periods.
Indicator 4
The students adapt attentive behavior to accommodate the viewing situation, such as refocus or recover from distractions.
Benchmark 2
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).
Indicator 2
The students identify and generalize defining characteristics and recognize viewing cues such as cats having whiskers, fur, tails, and meowing sounds.
Indicator 3
The students use context cues to determine the meaning of unfamiliar visual or aural cues.
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.
Indicator 4
The students ascribe meaning to a visual message, such as a cornucopia representing the harvest.
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.
Indicator 2
The students recall significant details from visual messages.
Indicator 3
The students apply knowledge in a similar context by replicating teacher modeling.
Benchmark 5
The effective viewer analyzes/evaluates visual messages.
Indicator 1
The students predict more than one outcome.
Indicator 2
The students draw appropriate conclusions.
Indicator 3
The students distinguish among types of visual messages, such as photographs, computer images, actual objects, and artists' depictions.
Indicator 4
The students use criteria to distinguish fact from fiction.
Indicator 5
The students recognize exaggeration and distortion.
Indicator 6
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.
Indicator 3
The students recognize different occasions/contexts 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.
Indicator 4
The students willingly speak to a variety of partners/audiences.
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.
Indicator 3
The students focus on the topic.
Indicator 4
The students use sequence and detail to organize their message.
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 express information relevant to the purpose, audience, and situation.
Indicator 3
The students remain focused.
Indicator 4
The students present content focused on the topic.
Indicator 5
The students expand or limit content with teacher assistance.
Indicator 6
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 in the library or speaking up during show and tell.
Indicator 3
The students use appropriate body position and movement according to the situation, such as facing the audience.
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.
Indicator 1
The students recognize a number of age-appropriate methods and resources, such as art supplies, recycled materials, computer programs/software, and tape recorders.
Benchmark 2
The effective communicator creates single-media and multi-media products.
Indicator 1
The students create products that communicate a message, such as safety posters, dioramas of a story, personal item displays, or computer generated slide shows about a given theme.
Benchmark 3
The effective communicator uses appropriate content for purpose, audience, occasion, and context.
Indicator 1
The students use content consistent with the topic or purpose.
Indicator 2
The students use or create a product with sufficient detail for the topic.
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