The student reads and comprehends text across the curriculum.
KS RE 07.1
Benchmark 1
The student uses skills in alphabetics to construct meaning from text.
KS RE 07.1.1
Benchmark 2
The student reads fluently.
KS RE 07.1.2
Indicator 1
The student reads fluently and expressively at instructional or independent levels.
KS RE 07.1.2.1
The teacher selects examples of various conventions from literature (e.g., for example, the teacher selects a poem with a semicolon). After the students have read the poem, the teacher asks the students to identify the reason the author chose to use the semicolon and what purpose the semicolon plays within the poem. This same approach can be used with other conventions within literature. In drama class or art class, the teacher selects a play for the students to perform in the classroom. The teacher allows students several class periods to read the play in small groups. Then, the teacher has the groups decide which character or role each member of the group will portray. The students will have class time to practice their part in the play and make costumes using butcher paper. Then, the students will present their play to the classroom or younger students at a different school.
The teacher may use approaches such as, choral reading, Reader's Theatre, taped reading, or teacher modeled fluency in a read aloud.
(see math examples)
see Write Source on sentence structureThe teacher will model using a think-aloud strategy. The teacher will demonstrate his/her thinking process, such as "I don't know what this word is"; "first I am going to try to decode with"; "I could look at the root word to check for the meaning because I know that the root word means."; "I could look at the prefix or suffix"; I could replace this word with another word that makes sense".
(see math examples)
The teacher provides passages with the same topic but with the four different text types. Students work in groups and read the text aloud. The students take notes of their rate of speed reading the different text types with comprehension. The teacher leads the discussion with why narrative text can be read with more comprehension and why a good reader will adjust his/her reading rate depending on the text type.
Benchmark 3
The student expands vocabulary.
KS RE 07.1.3
Indicator 1
The student determines meaning of words or phrases using context clues (e.g., definitions, restatements, examples, descriptions, comparison and contrast, clue words) from sentences or paragraphs. Introduce cause and effect.
KS RE 07.1.3.1
The teacher provides sample sentences that contain context clues using definitions, restatements, examples, descriptions, comparison-contrast, and clue words from the text or from sentences in stories. The students will circle the clue word that helps them to know what the word or phrase means.
The teacher provides a list of questions or statements, such as "I am the tallest mountain in the United States"; "I am Justin Timberlake's birthday"; "I am a major interstate leading to Mount Rushmore"; "I am the number 1 tennis player in the world"; "I am a word which means the same as the word talk". The students are asked to record their findings and note from which resource it was found. Then students are asked to write a small description answering the question or defining the statement.
Indicator 2
The student determines meaning of words through structural analysis, using knowledge of Greek, Latin and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, mathematics, and social studies.
KS RE 07.1.3.3
The teacher uses a graphic organizer to determine the meaning of new words using Greek and/or Latin roots (see graphic organizer to the left). The teacher will provide the students with a list of prefixes and suffixes. In the center circle of the graphic organizer, the teacher will write a Greek or Latin root. Then the teacher will have the students write a prefix and or a suffix in each box. Once the students have written the prefix or suffix the students will write the word on the line next to the box and look up the word in a dictionary to determine if their word is a "real" word.
Indicator 3
The student identifies and determines the meaning of figurative language, including similes, metaphors, analogies, hyperbole, onomatopoeia, personification and idioms. Introduce imagery.
KS RE 07.1.3.4
The teacher provides a list of words which some words are onomatopoeia and some are not (e.g., some onomatopoeia words may be squish, bang, smack, rattle, clank, plop). Students are instructed to pick out the onomatopoeia words from the list. As a whole group, the teacher and the students write a sample poem using onomatopoeia words. Once the poem is written, the teacher will go over the onomatopoeia words once again with the students. The teacher will then have the students write a small poem using the onomatopoeia words or other onomatopoeia words.
The teacher provides the students with passages or familiar text being studied which contains personification. The teacher points out the way in which the author gives an animal or idea human qualities, such as the ability to feel, talk, hear, and make decisions. Then the teacher asks the students to write a description of weather that includes personification (e.g., the rain cried tears, the thunder shouted).
The teacher wears a tie which is very decorative and perhaps very "showy". The teacher will ask for opinions about the tie. Then, the teacher will ask the students to use one word adjectives describing the tie and writes those words on the board. The teacher will ask the students to put their heads down on their desks and shut their eyes while he/she read the words from the board. The students are asked to think about the tie and what each word makes them feel about the tie as the teacher reads each word. The teacher explains this is the positive and negative connotation of the words described. Then, the students are asked to select words which he/she would use if he/she were a salesperson trying to sell the tie to a customer; and if he/she were trying to convince a friend not to wear the tie on a date with a famous movie star or actor.
Indicator 4
The student identifies word connotations and word denotations.
KS RE 07.1.3.5
Benchmark 4
The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
KS RE 07.1.4
Indicator 1
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, sidebars, underlining, numbered or bulleted lists) and uses such features to locate information in and to gain meaning from appropriate level texts.
KS RE 07.1.4.2
The teacher groups the students into pairs. The teacher assigns one of the text features to each pair of students. The students are to introduce themselves to their partner as the text features assigned. The students brainstorm how to make their presentation entertaining and informational. Once the students have had time to practice the introduction of the text feature, the students will introduce themselves as that text features to the rest of the classroom. Then, the students are given tasks where they have to use different text features to find information (e.g., in the science classroom).
The teacher has prepared 3" x 5" cards which contain characteristics of the different text types. In teams, the students are asked to sort the cards by characteristics into the four text type categories. The teacher will partner two of the groups together and they take turns telling where they placed the cards and why they placed them with that specific text type. Then the students record the group's differences. One the differences are determined, the teacher will have a whole group discussion about the characteristics of the different text types.
The teacher has the students write a lengthy and descriptive story about an embarrassing moment containing a strong beginning, middle, and end. Once the students have finished with their story, the teacher will randomly distribute the stories to the other students. The teacher instructs the students to read a few sentences of the story and write down a few statements or phrases about what he/she predicts might happen next. Once the students are finished with the story the teacher asks the students to go back and read their own written predictions and compare the predictions to the actual story.
Indicator 2
The student generates and responds logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading the text.
KS RE 07.1.4.4
The teacher provides Higher Order Thinking (HOT) question stems on the overhead for students to use a cues to help them write evaluative, analysis, and synthesis questions about text. The teacher has the students write the questions in pairs or teams. The teacher gives the students feedback about the effectiveness of the produced questions by asking questions such as, "What would make this a question clearer"?; "What is the purpose of this question (i.e., to evaluate, to synthesize)"?. The teacher, then, gives the teams time to evaluate and/or change their questions. The students are instructed to exchange questions and to answer the questions from a different group.
Indicator 3
The student uses information from the text to make inferences and to draw conclusions.
KS RE 07.1.4.5
The teacher provides sentences with statements that require inferences from the students, such as "She kept her balance as the room swayed gently back and forth". After reading the sentence, he teacher asks the students, "Where are you"? (on a train). The students support their guesses with evidence from the sentence read by the teacher.
Indicator 4
The student analyzes how text structure to analyze the text (e.g., sequence, problem-solution, comparison-contrast, description, cause effect) help support comprehension of text.
KS RE 07.1.4.6
The teacher composes and reads a text titled, "How to Make Spaghetti", using a description text structure rather than a sequence text structure. The teacher asks the students to rewrite the text to fit the title "How to Make Spaghetti". On the overhead, the teacher explains how the different text structures help to support comprehension.
Indicator 5
The student compares and contrasts varying aspects (e.g., character traits and motives, themes, problem-solution, cause-effect relationships, ideas and concepts, procedures, viewpoints, authors purposes) in one or more appropriate-level texts.
KS RE 07.1.4.7The teacher has the students practice the use of a T-Chart with two different familiar topics, such as the crusts from two different pizza parlors, or compare two different types of sodas. The teacher then encourages students to use a T-Chart to compare the traits or motives of two characters within a single text or across multiple texts. Students may also compare the themes between two texts or movies or may compare the author's purpose between two texts.
Indicator 6
The student explains cause-effect relationships in appropriate-level narrative, expository, technical, and persuasive texts. Introduce persuasive techniques.
KS RE 07.1.4.8
The teacher will have prewritten examples of cause-effect relationships from each of the different text types on the overhead. The students will identify and discuss the cause-effect relationships of the different text types. Then the students discuss cause-effect relationships in each of the text types.
Indicator 7
The student uses paraphrasing and organizational skills to summarize information (e.g., stated and implied ideas, main events, important details) from appropriate-level narrative, expository, technical, and persuasive texts in logical order.
KS RE 07.1.4.9The teacher provides the students with a poem. The teacher reads and discusses the poem with the students. Then the students pair and share the poem with a partner Once students have read the poem to a partner, the students are asked to recite the poem in their own words to a partner and to the rest of the class.
In art class, the teacher has the students draw a picture or create an art activity to represent the poem read in class.
Indicator 8
The student identifies the topic, main idea(s), supporting details, and theme(s) in text across the content areas and from a variety of sources in appropriate level-text.
KS RE 07.1.4.10The teacher provides a piece of expository text (magazine article) for the students. Students use "questioning the author" technique to determine the author's viewpoint and determine how it is supported throughout the text through the main idea and supporting details. Before having the students read the article students are asked the following questions
_ What are the author's feelings about his/her article?
_ How does the author develop the main idea?
_ Which sentences support the main idea?
Using a main idea organizer, the students work in groups to organize the main idea and supporting details. Once the organizer is completed, the teacher instructs the students to use the information obtained on the graphic organizer to write a response to the article containing the subject, main idea, supporting details, and a conclusion.
Indicator 9
The student explains the relationship between elements of an author's style in a text (e.g., word choice, sentence structure) and his or her purpose for writing the text. Introduce foreshadowing, flashback, irony, symbolism, theme and mood.
KS RE 07.1.4.11
The teacher discusses the reasons for which individuals select text. After taking the students to the library, the teacher asks the students to show their choice of reading material selected and identify the purpose for selecting the resource (to be informed, to follow directions, to be entertained, to solve problems).
In Family And Consumer Science Class(FACS), the teacher reads directions for a project or recipe. The class is divided into small groups and are asked to read the directions or recipe. A finished product is required once the students have materials needed and understand the directions.
Indicator 10
The student identifies the author's position in a persuasive text and describes techniques the author uses to support that position (e.g., bandwagon approach, glittering generalities, testimonials, citing statistics, other techniques that appeal to reason or emotion).
KS RE 07.1.4.14
The teacher provides students with a copy of a speech. The teacher informs the students that a conclusion about the speech should not be decided until an understanding of the argument is determined. The teacher uses the bandwagon approach and has a classroom discussion to determine if everyone is in agreement with the author. After discussion regarding the bandwagon approach, the teacher has the students reread to speech to determine if the speech is effective. Students are asked to discuss how the speech made them feel and how the speech appeals to emotion.
Indicator 11
The student distinguishes between fact and opinion, and recognizes propaganda (e.g., advertising, media, politics, warfare), bias, and stereotypes of appropriate-level texts.
KS RE 07.1.4.15
The teacher discusses the differences between fact and opinion with the students. The teacher provides students with sentences containing factual statements and opinion statements. Using the sentences provided, the students determine if the sentence is a fact or an opinion. Then, the teacher has the students read a piece of nonfiction writing and identify sentences within the text which can be categorized as being a fact or opinion. Later, the teacher leads the classroom in a discussion to determine which of the selected sentences are truly fact and opinion and has the students support their decisions.
The student responds to a variety of text.
KS RE 07.2
Benchmark 1
The student uses literary concepts to interpret and respond to text.
KS RE 07.2.1
Indicator 1
The student identifies different aspects of major and minor characters (e.g., their physical traits, personality traits, feelings, actions, motives) and explains how those aspects influence characters' interactions with other characters and elements of the plot, including resolution of the major conflict.
KS RE 07.2.1.1
The teacher uses a character map.
Indicator 2
The student identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) and analyzes connections between the setting and other story elements (e.g., character, plot).
KS RE 07.2.1.2
The teacher provides the students with a text with a changing plot. During the oral reading, the teacher has the students raise their hands when descriptive words describing the setting are read. At this time, students are given an opportunity to draw the setting onto a paper. The teacher then discusses that often a change in setting represents a change in the plot and discusses what key words represent the change. Students repeat the process of drawing the changing plot and characters. Students will compare and discuss the different pictures they have drawn regarding the settings in the text.
Indicator 3
The student identifies major and minor elements of the plot (e.g., conflict, crisis/turning moment, climax, resolution, rising action, falling action, subplots, parallel episodes) and explains how these elements relate to one another.
KS RE 07.2.1.3
The teacher uses a plot map.
Indicator 4
The student recognizes aspects of theme (e.g., moral, lesson, meaning, message, author s ideas about the subject) and recurring themes across works e.g., bravery, loneliness, loyalty, friendship).
KS RE 07.2.1.4
The teacher discusses how a change in the way a character addresses an idea or subject/thought or an actual change in the character himself/herself can lead to the story's theme. Students identify the words in the text which relate to the theme.
The teacher uses mapping.
Benchmark 2
The student understands the significance of literature and its contributions to various cultures.
KS RE 07.2.2
The teacher presents pictures books from a variety of cultures. The class identifies the use of stylistic elements, such as word choice, sentence structure and length, literary devices including figurative language, symbols, dialogue, and imagery used by various cultures. As a class, students determine common structures and styles among the texts. Students then analyze grade-level text to locate those previously identified stylistic elements.
Using a comparison chart, the teacher has the students compare and contrast customs and ideas from various cultures (using narrative and/or expository texts).
The teacher uses a Venn-Diagram to have students make a connection between the explained culture from the text and the student's prior knowledge and experience of his/her own culture. Using the information from the Venn Diagram the students will write an expository paragraph explaining the connections between the cultures.
The student writes effectively for a variety of audiences, purposes, and contexts.
KS RE 07.3
Benchmark 1
The student uses writing as a tool for learning throughout the curriculum.
KS RE 07.3.1
Indicator 1
The student uses various formats such as notes, outlines, lab reports, journal entries, speeches, and poems for various projects in the content areas.
KS RE 07.3.1.1
The teacher encourages a cross-curricular approach to a poetry unit. The teacher directs students to bring in notes from other classes such as science or mathematics. Students are asked to translate their notes into a particular poetry form such as blank verse, haiku, or lyric.
Benchmark 2
The student uses a writing process that includes preparing, drafting, revising, editing and publishing to produce a written text.
KS RE 07.3.2
Indicator 1
The student proofreads and edits for conventions and format.
KS RE 07.3.2.5
The teacher models reciprocal teaching.
The teacher directs students to engage in stream-of-consciousness writing in response to objects brought into class (e.g., house cleaning products, fishing gear, etc.)
The teacher directs students to translate a stream-of-consciousness reflection into a cluster or word map from which they will then select a single topic.
The teacher directs students to begin writing a draft by first challenging them to compose a thesis statement and at least topic sentences for paragraphs that will support their thesis.
The teacher places students in peer-revising groups. After reading a peer paper, students provide a written response to the question, "Why is this relevant?". The student, then, selects two or three sentences and suggests alternative ways to write (clarify) the sentence.
Indicator 2
The student publishes a legible copy.
KS RE 07.3.2.6
The teacher develops "edit sheets" in which students are to list the signatures of 3 - 5 persons who have edited the copy for conventions.
Benchmark 3
The student uses ideas that are well developed, clear and interesting.
KS RE 07.3.3
Indicator 1
The student produces multi-paragraph compositions that develop one theme.
KS RE 07.3.3.1
The teacher directs students to use a completed cluster or word map to generate a thesis sentence and potential topic sentences for body paragraphing.
Benchmark 4
The student will use organization that enhances the reader's understanding.
KS RE 07.3.4
Indicator 1
The student writes introductions that engage the reader.
KS RE 07.3.4.1
The teacher requires students to keep an "Introduction" journal in which they record specific examples from their own reading of engaging introductions.
Indicator 2
The student writes a cohesive piece with an introduction appropriate to specific type of writing.
KS RE 07.3.4.2
The teacher introduces as a topic a simple everyday object such as a hairdryer or telephone. The teacher directs students to compose a descriptive piece, in which they describe an object to someone who has never encountered it. Special emphasis could be given to using descriptive language that applies to each of the five senses.
Indicator 3
The student writes main ideas and supporting details presented in a logical order.
KS RE 07.3.4.3
The teacher directs students to select an everyday task that involves a process such as stretching before track practice, loading a stapler, or warming up for singing. The teacher directs student to break the task up into specific steps and then generate 5 specific descriptive words that correspond to the task.
The teacher asks students to keep an inventory of transition words. This inventory is used as a checklist. Each time a student writes, he/she teacher refers to the list and places a check next to the transition word when it is used.
Indicator 4
The student explores various methods of concluding a written work.
KS RE 07.3.4.5
The teacher directs students to compose alternative conclusions to a previously read work- Alternative conclusions can be written to create a particular emotion such as sadness, wonder, fear, or anger.
Benchmark 5
The student uses authentic and appropriate voice.
KS RE 07.3.5
Indicator 1
The student uses vocabulary and language forms to convey mood and personality.
KS RE 07.3.5.1The teacher requires that students keep a personality journal in which they list specific words that correspond to mood swings and changes in attitude.
The teacher directs a discussion and official class recording of current slang and idiomatic language. Discussion should lead students to think about what slang is appropriate for formal language and what isn't. Students might also consider the meaning of idioms as they exist in particular groups in school.
The teacher provides individual students with note cards on which they make a list of 10 separate descriptive words describing their personality. These cards are jumble and then read by the teacher. Students guess which student the teacher is describing.
Benchmark 6
The student uses effective word choice.
KS RE 07.3.6
Indicator 1
The student chooses words and phrases appropriate for specific purposes and various audiences.
KS RE 07.3.6.1
The teacher has students engage in a headline-writing activity with a list of bland headlines in which they rewrite bland sentences such as "High School Team Wins" or "City has Snowstorm".
Indicator 2
The student chooses precise words such as verbs, specific nouns, vivid adjectives and adverbs specific to context.
KS RE 07.3.6.2
The teacher directs the students in a "pair completing" activity. Teacher creates individual word pairs. Each pair consists of a weak word and a blank. Students are directed to. fill-in-the blank with a strong word that corresponds to or is synonymous with the weak word (e.g., walk =.stroll or nice=charming).
Benchmark 7
The student uses clear and fluent sentences.
KS RE 07.3.7
Indicator 1
The student varies sentence structure (e.g., simple, compound, and complex) and length of sentences for more effective writing.
KS RE 07.3.7.1
The teacher provides a list of simple conjunctions, conjunctive adverbs, and subordinating conjunctions that the student uses when writing sentences.
The teacher has the students list three of the most dominant personalities in their life. Then compose a brief three to five sentence narrative explaining why the persons they chose are dominant. Students, then, practice writing dialogue that mimics the language or spoken idioms of the chosen persons.
Benchmark 8
The student uses standard American English conventions.
KS RE 07.3.8
Indicator 1
The student uses complete sentences.
KS RE 07.3.8.1
The teacher prepares a close activity in which the students complete sentences by inserting verbs, adjectives, adverbs, etc.
The teacher provides students with cartoon strips which have all dialogue deleted. Students are directed to compose narrative paragraphs that correspond to each panel.
Indicator 2
The student correctly uses a wide range of conventions such as spelling, end marks, commas, quotation marks, semicolons, colons, subject-verb agreement, and noun-pronoun agreement.
KS RE 07.3.8.3
Benchmark 9
The student uses a variety of modes of writing for different purposes and audiences.
KS RE 07.3.9
Indicator 1
The student writes expository pieces (e.g., lab reports, math projects, social studies reports, and summaries).
KS RE 07.3.9.3
(see #1)
The student applies reading and writing skills to demonstrate learning.
KS RE 07.4
Benchmark 1
The student uses effective research practices.
KS RE 07.4.1
Indicator 1
The student categorizes relevant information from multiple sources into major components (e.g., topics, subtopics).
KS RE 07.4.1.6
The teacher provides each students with one specific topic and a list of resources (glossaries, indexes, tables of content, CD-ROM, card catalogue, electronic mail, field trips interviews) from which to find information on that topic. Students locate the appropriate resource containing information on the topic and write a description of or information from where the resource was found.
The teacher provides the students with various writings which are of accurate and inaccurate information. Students work in pairs to complete a T-Chart and to determine which writings are accurate and inaccurate. Once the students have completed the task, the teacher brings the class together and lead the conversation to discuss their findings.
Benchmark 2
The student uses ethical research practices.
KS RE 07.4.2
Indicator 1
The student analyzes and understands implications of plagiarism (e.g., ethical, legal).
KS RE 07.4.2.1
The teacher explains the importance to know what constitutes plagiarism.
Indicator 2
The student expresses information in own words.
KS RE 07.4.2.2
The teacher models how different audience require specific attention of word choice. The teacher prepares sentences which contain proper grammar, slang, idioms, and improper grammar related to the audience groups listed below. Then, writes a list of audiences (sports fans, British Royal Family, students, senators) for which the above sentences have been written. The teacher reads the sentences to the class. The students determine which sentences would appeal to the different audiences (listed on board) portraying different interests and backgrounds.
The teacher uses outlining.
Indicator 3
The student cites references for all information used or reproduced from any source.
KS RE 07.4.2.3
Indicator 4
The student constructs a bibliography with author, title, publisher, year, website name and address, and copyright date.
KS RE 07.4.2.4
The teacher encourages students to cite all information used. The teacher provides students with a model to follow.
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