The student reads and comprehends text across the curriculum.
KS RE 06.1
Benchmark 1
The student uses skills in alphabetics to construct meaning from text.
KS RE 06.1.1
Benchmark 2
The student reads fluently.
KS RE 06.1.2
Indicator 1
The student reads fluently and expressively at instructional or independent levels.
KS RE 06.1.2.1
The teacher prepares two different paragraphs for each the different text types, copies them onto large pieces of butcher paper, and posts them onto the walls around the room. Then the teacher has students prepare four note cards placing one of the four text types onto each note card. The teacher reads the paragraph and the students identify, using the note cards, which text type has been read. Then the students read the paragraphs and discuss how they had to adapt their reading rate for each text type.
The teacher provides students with a model text that uses a variety of conventions and text features. The teacher guides students to identify significant conventions and text features and discuss how these conventions might interrupt a fluent oral reading of the text. Then, class participates in a choral reading of the text. Next, the teacher presents students with a similar text to interpret and read aloud (independently or in pairs) fluently.
The teacher arranges to have the students read to younger students. The students practice their reading selection before reading aloud fluently to the younger students.
The teacher uses Reader's Theatre selections to have students practice reading expressively. The students then present this to another group of students.
The teacher models for the students how to read phrases within complex sentences fluently.
The teacher provides students with a sample passages that differ with regard to complexity of sentence structure to compare. Class participates in choral reading of the texts in order to illustrate the relationship between sentence structure and fluency. Students, then, independently select a text and prepare an oral recitation.
The teacher guides the students in various forms of word study (e.g., prefixes, root words, suffixes, word families, word walls).
The teacher finds a content in which unfamiliar vocabulary words are introduced.
The teacher allows students the opportunity to practice decoding strategies, then students discuss how they decoded the word and arrived at an acceptable meaning.
The teacher makes a conscious effort over time to model the correct use and pronunciation of vocabulary so that students have the opportunity to hear the word used correctly. The teacher provides students opportunities to practice using vocabulary words orally in on-going classroom activities.
The teacher asks the students to read a comic strip that is presented on an overhead. Students read a paragraph from a science or social studies text (also on transparency). The students discuss how they adjusted their reading rate. Note: Be sure to enlarge the copy so all students can read the transparency.
Benchmark 3
The student expands vocabulary.
KS RE 06.1.3
Indicator 1
The student determines the meaning of words or phrases using context clues (e g., definitions, restatements, examples, descriptions, comparison and contrast, clue words ) from sentences or paragraphs.
KS RE 06.1.3.1
The teacher chooses a text or an article that contains unfamiliar text that can be supported through the contextual information. The students read the article in cooperative groups and highlight and list unfamiliar text onto a sheet of paper. After the activity, the teacher asks students to write the unfamiliar text onto an index card for the word wall. Then, the teacher reads the text to the student and brainstorms with students which context helped them understand the unfamiliar text. The students are asked to underline the text used for understanding the unfamiliar word.
In social studies, the teacher assists the students in making word/definition puzzles for new vocabulary terms.
The teacher writes a list of words on the board and randomly asks the students to approach the board, choose a word, and write its antonym. Next, the teacher divides the students into groups of three and instructs them to brainstorm a list of six words and their antonyms. Then, the teacher might have the students compose an appropriate song using the antonyms which they have chosen or compose a story.
The teacher assigns students a topic or research that requires them to locate and use reference materials in the classroom, school, and/or public library (when school transportation can be provided).
The teacher discusses with the student the differences between connotations and denotations. The students then identify each within a text. Students discuss how connotations can influence persuasive writing.
Indicator 2
The student determines meaning of words through knowledge of word structure e.g., root words, prefixes, suffixes). Introduce Greek and Latin roots.
KS RE 06.1.3.4
The teacher models the vocabulary self-correction strategy (VSS) after reading a paragraph with unfamiliar text. Using this technique, the teacher divides students into small groups and provides students with a story containing unfamiliar text. The students are instructed to list unfamiliar text that they would like to study and must explain with their small group what they think the words mean Then the entire class finds the definitions for the unfamiliar words and determines which of these words they would like to study further.
The teacher models the creation of semantic webs that illustrate how Greek and Latin roots form the basis of English words. Students create they own semantic webs using additional Greek and Latin roots.
Indicator 3
The student identifies and determines the meaning of figurative language including similes, metaphors, analogies, idioms, introduce hyperbole, onomatopoeia, and personification.
KS RE 06.1.3.5
The teacher copies a list of six idioms onto a transparency
It's raining cats and dogs.
Pass the buck.
Teach an old dog new tricks.
Drove me up the wall.
Break a leg.
You said that tongue in cheek.Using the overhead, the teacher shows the transparency and asks the students to volunteer to define the words. Then the teacher has the students work in pairs to dramatize using each of the six idioms.
The teacher provides text with examples of figurative language. In small groups, students identify and discuss the possible meaning of the figurative language. The students then meet back together in a large group to discuss and/or demonstrate their understanding of the figurative language.
Benchmark 4
The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
KS RE 06.1.4
Indicator 1
The student understands the purpose of text features (e.g., title, headings, subheadings, topic, and summary sentences, graph/charts and maps, table of contents, boldface type, italics, glossary, index, captions, sidebars, underling, numbered or bulleted lists) and uses such features to locate information in and to gain meaning from appropriate-level texts.
KS RE 06.1.4.2
The teacher asks students to look through a science text chapter, reading only the headlines, the first and last sentences of paragraphs, and graphic captions. In small groups students list and discuss what they think they will learn from reading the chapter. As a class, students discuss small group findings, compare results, and reinforce the importance of specific text organizers.
In social studies, the teacher has the students use data and a variety of symbols and colors to create thematic maps and graphs of various aspects of the student's local community, state, country, and the world. The teacher then has the students practice learning locations related to their area of study through games such as "baseball" or a "Location Bee" using a map with numbers in place of names for the assigned locations. The incentive of competition could be added by keeping track of team scores the last day of each week, reshuffling teams after several weeks and tracking scores again.
The teacher models skimming and scanning of a text that contains a variety of text features and discusses their purposes. Students then skim and scan a different text containing similar text features and explain how each feature contributed to their understanding of the text.
The teacher guides students through the creation of semantic web listing students' prior knowledge of characteristics of technical text (e.g., concise text, steps to follow, directions, procedures, illustrations, diagrams, etc.). Next, the teacher provides students with a variety of specific examples of technical texts (e g., assembly manual, recipe, memo, e-mail, instructions, web pages, brochures, newsletters, fliers, etc.) for students to analyze. Students use the sample texts to more fully develop a semantic web with their own understanding of characteristics of technical text. This activity could be repeated for narrative, expository, and persuasive texts.
The teacher demonstrates the strategy of pause and reflect through daily read alouds and expects students to use the strategy in their own reading.
The teacher uses think alouds during oral reading.
In social studies, the teacher has the students apply prior knowledge of the role of government in the economy in responding to the following question: Your community needs a new fire station. Who will pay for this building and how will they get the money?
Indicator 2
The student generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text.
KS RE 06.1.4.4
The teacher uses the strategy of QAR or other questioning strategy to guide in their understanding of the text. The teacher also encourages students to generate their own critical thinking questions.
Indicator 3
The student uses information from the text to make inferences and to draw conclusions.
KS RE 06.1.4.5
The teacher provides students with a two-column T-chart categorized with the words Questions (on the left side) and Inferences on the right side. Students use their prior knowledge to generate questions for the left-side column and write what they think the author meant on the right side column to answer their questions.
The teacher uses word equations to model drawing conclusions and making inferences (Example: information from text + prior knowledge= conclusion.).
The teacher reads poem riddles and has students complete an idea web showing the answer to the poem in the center and the hints provided in the poem on each branch of the web.
Indicator 4
The student analyzes how text structures (e.g., sequence, problem solution, comparison-contrast, description, cause-effect) help support comprehension of text.
KS RE 06.1.4.6The teacher demonstrates the use of note taking skills and guides the students to highlight portions of the text that support various text structure.
The teacher provides text with description and has students highlight terms relating to the 5 senses.
The teacher provides a text using comprehension - contrast text structure. After reading, students complete a graphic organizer identifying the similarities and differences.
In social studies, the teacher has the students make a graphic organizer that shows the steps observed in obtaining citizenship.
In social studies, the teacher has the students create a class timeline that identifies the significant events that lead to the American Revolution.
In social studies, the teacher has the students make a list of colonial grievances and British policies during this period. The teacher has the students create a timeline showing key events in the relationship between Great Britain and the American colonies. Students are then expected to identify as many cause and effect relationships possible.
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) in one or more appropriate level texts. Introduce author's purpose.
KS RE 06.1.4.7
The teacher uses graphic organizers in all subject areas to compare and contrast information.
In social studies, the teacher assists the students to make a Venn Diagram to compare and contrast democracy and republic.
In social studies, the teacher has the students compare and contrast features of life in the New England, Middle, and Southern colonies (e.g., economic, social, political, geographic).
In social studies, the teacher has the students compare and contrast the impact of European settlement from an American Indian and European point of view.
Indicator 6
The student explains cause-effect relationships in appropriate-level narrative, expository, technical, and persuasive texts.
KS RE 06.1.4.8
The teacher guides the students to create a graphic organizer to identify cause-effect.
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 06.1.4.9
The teacher guides students to create a graphic organizer map that identifies key concepts that aides the student to give an oral summary of the text.
In social studies, the teacher posts copies of foundational documents in the classroom so students learn to identify the documents by sight. The teacher has the students summarize the purpose of each document. Using charades, the students act out some of the freedoms secured by the Bill of Rights. The teacher has the students discuss the Preamble and use the list of goals to describe the Constitution. The teacher uses a video to familiarize the students with the Preamble.
In social studies, the teacher has the students retell the stories of the explorers e.g., Leif Erikson, Columbus, Ponce de Leon, Cortes, DeSoto, Hudson, Balboa, LaSalle, and Pizzaro).
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 06.1.4.10The teacher provides the students with a magazine article. Using a main idea organizer, the students, working in small groups, discuss and identify the main idea and supporting details.
Indicator 9
The student identifies and describes the author's purpose and basic techniques the author uses to achieve that purpose. Introduce word choice and sentence structure.
KS RE 06.1.4.11
The teacher discusses with students possible answers to "What do you think is the author's purpose for this text?; and why?".
The teacher uses the think-pair-share strategy. The teacher guides students to compare their purpose for reading with the author's purpose.
The teacher provides note cards where students write "entertain, persuade, explain, etc. on the cards. The teacher reads a short text and the student holds up the card identifying the author's purpose.
The teacher divides the class into groups of four. Teacher provides students with one recipe, such as Rice Krispy treats, puppy chow, or popcorn balls. Students work in small groups, follow the directions, and evaluate the results. Can be integrated with science and mathematics instruction).
Indicator 10
The student identifies or describes evidence that supports conclusions in persuasive text. Introduce Bandwagon approach, glittering generalities, testimonials, citing statistics and other techniques that appeal to reason or emotion. KS RE 06.1.4.14
The teacher provides students with a persuasive text and asks students to discuss evidence from text that supports each point of view.
Indicator 11
The student distinguishes between fact and opinion, and recognizes propaganda e.g., advertising, media), bias, and stereotypes in various types of appropriate-level texts. Introduce politics and warfare.
KS RE 06.1.4.15
The teacher has students work in pairs with a comparison chart to identify the facts vs. opinions within different pieces of advertisement.
The teacher provides students with various newspaper clippings and asks them to distinguish between the factual stories and the editorial opinions. Ask them to highlight any opinions that may be included in the factual stories.
The student responds to a variety of text.
KS RE 06.2
Benchmark 1
The student uses literary concepts to interpret and respond to text.
KS RE 06.2.1
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 06.2.1.1
The teacher models how to complete a graphic organizer and discusses its benefits. The teacher then allows students to practice using the organizer in cooperative groups before individual work is done by the students.
Indicator 2
The student identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) and explains the importance of the setting to the story or literary text.
KS RE 06.2.1.2
The teacher provides students with a Venn diagram.
Indicator 3
The student identifies major and minor events related to the conflict in a story (e g., crisis/turning moment, climax, resolution) and explains how one event gives rise to another.
KS RE 06.2.1.3
The teacher provides students with a plot chart.
Indicator 4
The student identifies aspects of theme (e.g., moral, lesson, meaning, message, author s ideas about the subject) and supports with implied and/or explicit information from the text.
KS RE 06.2.1.4
The teacher provides students with a theme diagram or thinking tree.
The teacher has students write important quotes from the text and then state what they think about the quote. From the statements, form a sentence that states a theme.
The teacher uses excerpts from appropriate children's movies containing literary devices. Using a graphic organizer, students will identify the literary devices present within the movie. Teachers should discuss why the author chose to use those specific devices in the movie.
Provides a text with flashback. After reading, students make a timeline and discuss why the author used this device.
Indicator 5
The student identifies the use of literary devices (e.g., foreshadowing and flashback).
KS RE 06.2.1.5
Benchmark 2
The student understands the significance of literature and its contributions various cultures.
KS RE 06.2.2
The teacher reads The Night Star orally to the students. After reading the story, the teacher has the students brainstorm their feelings about the story. Then the teacher models the completion of a cause and effect tree, showing how cultures affect individuals.
In social studies, the teacher has the students create a greeting card that reflects the beliefs and traditions of another culture's faith (e.g., Islamic), as it was taught in another country. Students may choose to create a birthday card or another greeting card for one of the cultures.
The teacher provides fairy tales written from a variety of cultural views. The teacher has the students discuss the fairy tales as a whole group. In cooperative groups, the teacher has the students complete a comparison/contrast organizer.
In social studies, the teacher has the students compare and contrast types of regions and explains how they are historically, economically, and culturally connected. This information is presented in the form of a "family tree" , web, chart, or other graphic representation (hard copy or computer generated).
In social studies, the teacher will prepare a five column matrix with four categories. Using the four characteristics of a civilization, students will compare Egypt, Sumeria, Babylonia, and Hebrew culture to determine how all four meet the criteria of civilization.
The teacher reads aloud stories from 2 different cultures. After reading the two stories, the students complete a Venn diagram showing the similarities and differences between their preparation and celebration of Christmas from two cultural and historical perspectives.
The teacher provides students with a KWL chart during social studies class before beginning a lesson on World War II Before beginning to read the text, students complete what they know about World War II onto poster paper, butcher paper, or flip note. Then they complete the W-want to know column on different pieces of paper and post their results in the classroom. The teacher then has the students review each others' responses and allows time for classroom discussion. As they read the text, students take notes on information from the reading and modify concepts they thought they knew but were clarified through the text.
The students write effectively for a variety of audiences, purposes, and contexts.
KS RE 06.3
Benchmark 1
The students use writing as a tool for learning throughout the curriculum.
KS RE 06.3.1
Indicator 1
The student uses various formats such as notes, outlines, journal entries, research reports, lab reports, speeches, poems, advertisements and steps for various projects in the content areas.
KS RE 06.3.1.1
The teacher uses note-taking, outlining.
Benchmark 2
The students use a writing process that includes preparing, drafting, revising, editing and publishing to produce a written text.
KS RE 06.3.2
Indicator 1
The student generates a final copy.
KS RE 06.3.2.4
The teacher establishes criteria for final copy that addresses specifically margins title, heading, spelling, font size (when appropriate), length, and pagination.
The teacher provides students with a prompt in the form of a question, such as, what was the greatest invention know to mankind. The teacher, then, instructs students to brainstorm answers (i.e., ideas).
The teacher models a method of organization of a familiar story using a concept map, web, or graphic organizer.
The teacher has the students read a rough draft copy of an example paper pointing out basic, beginning, middle, and end sections.
Benchmark 3
The students use ideas that are well developed, clear, and interesting.
KS RE 06.3.3
Indicator 1
The student produces compositions that have one main idea with supporting details.
KS RE 06.3.3.1
The teacher provides an example of an outline that contains the main topic and supporting details. The teacher, then, directs students to create their own map using their writing sample.
The teacher provides a general topic such as school lunches, then, asks students to generate their ideas which may include words or phrases while writing them on the board.
Benchmark 4
The students will use organization that enhances the reader's understanding.
KS RE 06.3.4
Indicator 1
The student writes introductions that engage the reader.
KS RE 06.3.4.1
The teacher provides students with an expository text that explains a simple process, such as, how to build a birdhouse and challenges students a lively introduction that piques the reader's interest.
Indicator 2
The student presents main ideas and supporting details in logical order.
KS RE 06.3.4.2
The teacher transfers events and details of a narrative text to cards, then, shuffles cards. Students are asked to match details to events and place events in sequential order.
Indicator 3
The student uses transitions to allow ideas to flow smoothly within paragraphs.
KS RE 06.3.4.3
The teacher provides students with a list of 8-10 transitional words. Students, then, compose a story or brief episode using each of the transitional words.
The teacher challenges students to answer each of the following questions. How does my story end? What problems are solved? What problems are not solved? What questions did I still have?
Indicator 4
The student writes a cohesive piece with a clear introduction body and conclusion.
KS RE 06.3.4.5The teacher directs students to work individually or in groups to create a timeline or chronology of events as they occur in a narrative text. Students, then, rewrite or paraphrase the story paying specific attention to beginning, middle, and ending sections.
Benchmark 5
The student uses appropriate voice.
KS RE 06.3.5
Indicator 1
The student writes to convey mood and personality.
KS RE 06.3.5.1
The teacher directs students to imagine themselves in a situation that makes them experience a powerful mood such as, anger, jealousy, sadness, etc. The teacher, then, directs students to generate a list of 10 adjectives that the student could use that describes themselves in that mood.
The teacher encourages students to brainstorm a topic that is discussed often during lunch time or during free time. The students, then, select a topic and write a paragraph about that in such a way it can be read by an adult.
Benchmark 6
The students use effective word choice.
KS RE 06.3.6
Indicator 1
The student chooses words and phrases appropriate for purposes and various audiences (to inform, entertain, persuade).
KS RE 06.3.6.1
The teacher challenges students to create a list of adjectives that correspond to each of the primary colors. The students, then, select one of the primary colors and compose a 5-10 sentence informative paragraph about the color using their descriptive words.
Indicator 2
The student uses specific nouns, verbs, adjectives, adverbs, and descriptive phrases in writing.
KS RE 06.3.6.2
The teacher asks students to imagine their favorite food (noun). The teacher, then, challenges students to describe in writing the way in which they eat those foods (adjectives and verbs). Teacher also directs students to describe how the food appeals to each of the five senses (adjectives).
Benchmark 7
The student uses clear and fluent sentences.
KS RE 06.3.7
Indicator 1
The student uses a variety of sentence structures (including simple and compound).
KS RE 06.3.7.1
The teacher directs students to rewrite sentence fragments and run-on sentences using simple and compound sentence structures.
Indicator 2
The student uses a variety of introductory phrase to vary the length of sentences for more effective writing.
KS RE 06.3.7.2
The teacher directs students to introduce a simple sentence such as "Mary wept" with introductory prepositional phrases such as, "Before getting breakfast'"; participle phrases such as, "Sitting on the counter".
Indicator 3
The student writes with a natural flow.
KS RE 06.3.7.3
The teacher assigns students to pairs. The students take turns reading each other's above papers. Lesson is instructed to pay attention to behavior cur such as abrupt or awkward pauses that indicate a lack of fluency in the writing.
Benchmark 8
The students use standard American English conventions.
KS RE 06.3.8
Indicator 1
The student uses complete and compound sentences.
KS RE 06.3.8.1
The teacher prepares sentence strips containing subjects, verbs, direct objects, indirect objects, prepositional phrases, and articles. The teacher shuffles the strips and has the students select strips at random, then, students organize the strips in front of the classroom.
The teacher prepares a series of paragraphs (using a word processor) that doe not make use or appropriate indentation. Then, students are asked to mark the beginning and end of each paragraph. The students may also be asked to justify and explain their rationale.
Indicator 2
The student correctly uses a wide range of conventions, such as spelling, end marks, commas, quotation marks, semicolons, colons, subject and verb agreement, and pronoun agreement.
KS RE 06.3.8.3
The teacher provides students with a series of sentences. Using cards marked with ending cards, the students are to select which ending mark card goes with the sentence read to them. This is a self-check lesson. The teacher, using his/her own marked cards, shows the correct response.
Benchmark 9
The students use a variety of modes of writing for different purposes and audiences.
KS RE 06.3.9
Indicator 1
The student writes expository pieces (e.g., lab reports, math projects, social studies reports, and summaries).
KS RE 06.3.9.3
The teacher uses summarizing techniques.
The student applies reading and writing skills to demonstrate learning.
KS RE 06.4
Benchmark 1
The student uses effective research practices.
KS RE 06.4.1
Indicator 1
The student categorizes relevant information from multiple sources into major components (e.g., topics, subtopics).
KS RE 06.4.1.6
The teacher has students complete graphic organizers such as a web, concept map, or outline.
The teacher guides students to complete the first two columns of a KWL chart about a given topic.
The teacher guides students to write questions to interview a person who has impacted the student's life. Students conduct the interview and present their information to the class.
In social studies, the teacher has students research a current or historical problem concerning a proposed action what would modify the environment digging a canal, breaking new land for farming, building a dam, swampland for settlement, banning grazing on mountainsides, etc.). The students assume the role of a government official, environmentalist, merchant, developer, farmer, housewife, etc. After students research the issue and plan the strategies, they conduct a meeting (town, legislative, etc.) at which each student is given a chance to present his/her views from the position of his/her assigned role.
The teacher provides articles from tabloids. Students place sticky notes on details that are inaccurate or misleading. If possible, the teacher provides articles from magazines or newspapers with similar topics as tabloids and students compare the articles.
The teacher guides students to construct an outline about researched topic.
The teacher guides students to use graphic organizers.
The teacher provides instruction for students to create a power point presentation. The students develop slides with graphics to present findings.
The teacher has students create a display with text and graphics to be placed on a fold-out 3-sided display.
Benchmark 2
The student uses ethical research practices.
KS RE 06.4.2
Indicator 1
The student analyzes and understands implications of plagiarism (e.g., ethical, legal).
KS RE 06.4.2.1
The teacher shows students examples of paraphrase and plagiarism. Students give thumbs up if the text is ethical or thumbs down for plagiarized material.
Indicator 2
The student expresses information in own words using evidence and examples.
KS RE 06.4.2.2
The teacher encourages students to relate information in own words. Students practice presenting information with a partner.
In social studies, the teacher divides the class into three groups to represent the local, Kansas, and federal government. The teacher has each group research and present information regarding their structure and function. Then has the groups presenting a topic, listen for and take notes about similarities anddifferences when compared to the level of government they represent.
The teacher models the process of citing all information used. Student creates a "Cites Used References" page.
Indicator 3
The student constructs a bibliography with author, title, publisher, year, website name and address, and copyright date.
KS RE 06.4.2.4
The teacher allows for students to select a famous person from which to write about. Students create a credit page.
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