The student reads and comprehends text across the curriculum.
KS RE 03.1
Benchmark 1
The student uses skills in alphabetics to construct meaning from text.
KS RE 03.1.1
Indicator 1
The student uses decoding skills that include knowledge of phonetics and structural analysis when reading unknown words.
KS RE 03.1.1.1
The teacher encourages students to utilize effective self-correction strategies by prompting students to visualize structural or meaning clues. The teacher prompts may include the following:
_ Does it make sense?
_ Does it sound right?
_ Does that look right?
_ Look at the picture.
_ How does the word start?
_ Can you find a familiar pattern?
_ Reread the sentence.The teacher models the cognitive process of identifying meaningful chunks that lead the readers to the pronunciation of the word.
The teacher directs students to locate, highlight, and/or record words with a given affix or root.
The teacher encourages students to separate word parts that are highly similar e.g., ight, and aight) which appear in high frequency words. Then, extends instruction to orthographically larger and more complex units (e.g., aught, aight).
The teacher emphasizes reading harder and longer multi-syllabic words.
Benchmark 2
The student reads fluently.
KS RE 03.1.2
Indicator 1
The student uses knowledge of conventions (e.g., parenthesis, italics, graphics, hyphens) to read fluently at instructional or independent reading levels.
KS RE 03.1.2.1
The teacher provides an opportunity for the students to listen to recorded books, then, has students practice reading the book with a partner.
The teacher models reading with fluency using picture books. Students read the text ignoring punctuation. The teacher solicits and records student responses on the board. After discussing these responses, students reread the book attending to the punctuation and sentence structure.
The teacher models for fluency using picture books. Students read the text ignoring punctuation. The teacher solicits and records student responses on the board. After discussing these responses, students reread the book attending to the punctuation and sentence structure.
Indicator 2
The student reads expressively with appropriate pacing, phrasing, intonation and rhythm of speech.
KS RE 03.1.2.2
The teacher uses the choral reading and reader's theater for students to practice fluent reading.
The teacher encourages repeated oral reading using irregular words that have been previously taught.
The teacher provides sufficient independent practice materials of appropriate difficulty for students.
The teacher provides reading selections at students' independent reading level for practice in reading expressively.
Indicator 3
The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels.
KS RE 03.1.2.3
The teacher provides opportunity for multiple readings of familiar text. Encourages students to monitor his/her own comprehension and act purposefully when comprehension breaks down using strategies such as rereading, searching for clues, and asking for help.
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 03.1.2.4
The teacher uses word wall games (e.g., Guess My Word?, Word Lotto).
The teacher has students make a word chain (strips of words on construction paper which have been linked together in a chain) using words from a text or vocabulary from another content area. The teacher rehearses the words on the chain with the students and encourages the students to practice the words independently or in pairs. words on the chain with the students and encourages the students to practice the words independently or in pairs.
Indicator 5
The student adjusts reading rate to support comprehension when reading narrative, expository, and technical texts.
KS RE 03.1.2.5
The teacher has students read 1 paragraph from a science or social studies text and 1 paragraph from a narrative text and compare how they adjust their reading rate accordingly. Discuss why this adjustment was necessary. Do the same procedure with all text types.
The teacher models for students how she/he will reread slower(faster) when necessary to obtain meaning.
Benchmark 3
The student expands vocabulary.
KS RE 03.1.3
Indicator 1
The student expands sight-word vocabulary.
KS RE 03.1.3.1
The teacher uses word walls or word journals.
The teacher encourages students to expand word choice in writing.
The teacher has students listen to recorded books.
The teacher assists the students in writing a song using pre-selected sight words using the tune to "Twinkle, Twinkle, Little Star" or "Row, Row, Row Your Boat."
The teacher reviews pre-selected sight words which are listed around the school. Then the teacher has the students walk around the school with a pencil and notebook/paper. While they are walking, the teacher has the students write sight words they have found.
Indicator 2
The student determines the meaning of unknown words or phrases using context clues (e.g., definitions, restatements, examples, descriptions) from sentences and paragraphs.
KS RE 03.1.3.2
The teacher has the students discuss how they used the surrounding context to discover the meaning of the unknown word.
The teacher covers one word in a sentence with colored tape. Students use the rest of the sentence, picture, or paragraph to determine what the word could be and/or mean. The teacher asks students to explain how they know, what clues did the author give in the text, and what did students already 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.
Indicator 3
The student identifies and uses synonyms, antonyms, homographs, and homophones to determine the meaning of words.
KS RE 03.1.3.3
The teacher has the students complete a graphic organizer.
The teacher has students listen to a reading of a text. Then, the students replace previously selected words with antonyms and discuss how it changed the meaning of the text. Can also be done with homographs and homophones.
The teacher writes on colored paper the word "Synonym" and on another page the word "Antonym" and writes a list of words on each paper. The teacher places these in the front of the room or on the students' desks. The teacher provides sticky notes to the students. The teacher asks the students to write on the sticky note a synonym for each word on the synonym paper and stick it next to the appropriate word. Repeat the procedure for the antonym list.
Indicator 4
The student uses a dictionary or a glossary to determine an appropriate definition of a word.
KS RE 03.1.3.4
The teacher has students attempt to discover the meaning of an unknown word using context, then, locate the word in the dictionary and identify the correct definition.
The teacher writes unfamiliar words from social studies onto the board. Using the overhead projector, the teacher uses a transparency of the dictionary definitions to show the students how to use the dictionary for word meaning. Once the definitions are determined, the teacher has the students create two collages. One collage should have pictures representing an unfamiliar word (e.g. producer) and one collage should have pictures representing another unfamiliar word (e.g., consumer). The students will put the collages on the bulletin board under the words "producer" and "consumer".
The teacher distributes index cards to the students. The teacher pre selects vocabulary words from a text or from the science or social studies vocabulary list. The teacher instructs the students to write one vocabulary word on a card and the definition on another card (this procedure will be completed for each word and definition). The students use these cards for study guides and to play match up, or memory.
Indicator 5
The student determines meaning of words or phrases through knowledge of word structure (e.g., compound nouns, contractions, root words, prefixes, suffixes).
KS RE 03.1.3.5The teacher models using strategies to decode multi-syllabic words using the structural features of such word parts as affixes (e.g., pre-, mis-, and -tion) to aid in word recognition.
The teacher relies on examples more than abstract rules. Teacher begins with familiar words and uses these words for constructing meaning (e.g., depart, report).
The teacher makes clear the limitations of structural analysis. The teacher lists similar words and asks students to identify what he words have in common.
The teacher will write words with a root and an affix (e.g. teacher, kindness, friendly) onto a piece of colored paper. The teacher will divide the class into two teams. The teacher will have one student from each group come to the front of the class and will read a word from a card. The teacher will ask the student to identify either the root (or the affix). The students will race to write the root word or the affix on the board from the word read by the teacher. The student with the correct answer will receive a point for his/her team.
The teacher lists similar items/words and have students determine what the words have in common.
Indicator 6
The student identifies the differences between literal and figurative language when reading similes, metaphors, and idioms.
KS RE 03.1.3.6
The teacher has students draw pictures of the literal meaning of the idioms and the inferential meaning.
The teacher reads books with figurative language books and discusses the meaning of the figurative language.
The teacher will read books with figurative language such as the Amelia Bedelia books and discuss the meaning of the figurative language.
Benchmark 4
The student comprehends a variety of texts (narrative, expository, technical, and persuasive).
KS RE 03.1.4
Indicator 1
The student recognizes the differences between narrative, expository, technical, and persuasive texts.
KS RE 03.1.4.1
The teacher reads two sections to the class, one narrative and one expository regarding a specific topic/concept. Students share their ideas in cooperative groups or as a whole class as to the purpose for reading each type of text. Discussion follows as to when they would choose each type of text.
The teacher provides samples of different text types and students analyze the author's purpose in writing the text.
Indicator 2
The student understands the purpose of text features (e.g., title, graphs and charts, table of contents, boldface type, italics, glossary, index) and uses such features to locate information in and to gain meaning from appropriate-level texts.
KS RE 03.1.4.2
The teacher in science class, using the science text book, has students look through the science text book chapters, reading only the headings, the first and last sentences of paragraphs, and graphic captions. In small groups, students 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.
Indicator 3
The student uses prior knowledge and content to make, revise, and to confirm predictions.
KS RE 03.1.4.3
The teacher has the students identify the clues the author has given in the title, pictures, book summary, etc. to make predictions about the text
The teacher guides students to use the text to identify key elements can be used to make predictions.
The teacher directs the students to evaluate their own predictions after reading the entire text.
The teacher directs students to explain the reasoning behind their predictions. A T-Chart could be used.
The teacher uses graphic organizers such as KWL and prediction maps.
Indicator 4
The student generates and responds logically to literal, inferential, and critical thinking questions before, during, and after reading the text.
KS RE 03.1.4.4
The teacher 4. will model Author and Me questions from QAR.
The teacher has students read a short amount of text and create two questions that target higher level thinking about the text. Then, continue to read to look for clues and the answers to their questions.
The teacher will model the use of a graphic organizer containing two large circles at the top of the page and a rectangle at the bottom (Labels in the circles are: In My Head, In The Text and in the rectangle, Conclusions.). The teacher prepares written checks for the students that are related to a story (Cinderella). The checks are written in sequential order for students to draw conclusions based on the clues they gather from the information on the checks. For example, the checks can be written by the stepmother to the dressmaker for her daughters' ball gowns, by the King for food and decorations for the ball, by the Prince for water and food for his men as they search for Cinderella, etc. The teacher provides the students with copies of the checks as he/she reviews the checks on the overhead. The students will write what they predict is the conclusion in the Conclusion rectangle as they read the checks. The students must be allowed to change their answers as new checks and clues are introduced. The students write inferences drawn from the checks onto the circle labeled In My Head. Then the teacher reads the story of Cinderella to the students. The teacher will have the students complete the circle labeled In The Text using information directly stated in the text.
Indicator 5
The student uses information from the text to make inferences and to draw conclusions.
KS RE 03.1.4.5
The teacher draws a two-column note form headed "quote from text" and "inferences". Teacher records brief quotes from story and students discuss and record what inferences might come from each quote. A similar chart can be developed using pictures from the text and inferences from the pictures.
The teacher models using two-column note form with expository text (e.g., science textbook) by labeling the first column "Facts-Something We Can Observe" and the second column "inferences-Interpretations". Students are encouraged to visualize information provided by the text and the base their interpretations and inferences on those visualizations.
Indicator 6
The student identifies text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect).
KS RE 03.1.4.6
The teacher during social studies, uses the weather chart previously developed, to discuss how weather;/seasonal changes affect clothing, housing, and/or outdoor recreational choices. The teacher asks students to write a brief account of what choices they would personally make if and when they have to respond to these types of weather/seasonal changes.
The teacher uses a VENN diagram to show in graphic form how an author compares and contrasts information in the text.
The teacher uses story board graphic organizer to help students sequence story events in chronological order.
The teacher has the class or cooperative groups discuss the similarities and differences in the text.
The teacher models use of goal structure maps and causal chains.
The teacher models for students how to synthesize similar and contrasting information in the text to themselves, other texts, and world around them.
The teacher leads students to compare/contrast different versions of the same fairy tale, similar stories, and/or texts covering the same topic.
The teacher models use of literary element maps.
The teacher scaffolds questions to guide students in their thinking using QAR model.
The teacher will have students models that are clear examples of each text structure.
Indicator 7
The student sequences events and information in logical order.
KS RE 03.1.4.7
The teacher cuts apart paragraphs in a short section and has the students work in pairs or small groups to put them in a logical order.
The teacher cuts apart sentences and has students work in pairs putting the sentences on logical sequence.
The teacher models use of story maps with students.
The teacher divides a story into sections (beginning, middle, end) and distributes the sections after dividing the class into three groups. The students from each group practices reading their section and illustrates their interpretation of the section of the story they have been given. Then the students from the first group reads the beginning part of the story being read. The students from the second group read the middle part of the story and the other groups illustrate their interpretation as the section is being read. The students from the third group read the ending of the story and the other groups illustrate their interpretation as the section is being read. Once this has been completed, the teacher displays the drawings around the classroom reads the entire story to the students. The teacher has the students discuss their pictures and how their illustrations match the story.
The teacher during social studies class, as the students brainstorm and make a chart listing the essential elements of a human environment, with a similar chart of plants and another for animals. Compare the common elements. Students draw a successful habitat for humans, plants, and animals incorporating common elements.
Indicator 8
The student compares and contrasts information in the text.
KS RE 03.1.4.8
The teacher uses character webs with the students to describe characters' action feelings, and physical characteristics. Students use the web to compare and contrast the characters and then write thoughts/opinions of the characters and connections to other characters/people that they know.
The teacher draws a three-column note form and has students in science class brainstorm essential elements of the environment for humans, plants, and animals and record them in the appropriate column. Students then compare the common elements.
The teacher uses character webs with the students to describe characters' action feelings, or physical characteristics. Students use the webs to compare and contrast the characters.
Indicator 9
The student links causes and effects in appropriate-level narrative and expository texts.
KS RE 03.1.4.9
The teacher uses terminology such as "because.", "therefore.", "so." in all content areas.
The teacher uses the "cause and effect tree" graphic organizer to show that one cause can have more than on effect.
The teacher models and then directs students to highlight the cause in one color and the effect in another color on a portion of copied text.
The teacher leads the students in completing a causal chain with cause/effect lines between attempts guides students to generate role playing scenarios depicting the cause/effect relationships within the text.
The teacher provides opportunities for students to explicitly use mental imagery to describe cause/effect relationship within the text.
The teacher uses "Because -So" graphic organizers.
Indicator 10
The student retells main ideas or events as well as supporting details in appropriate-level narrative and expository text.
KS RE 03.1.4.10
The teacher models how to determine the main idea by using text in which the main idea is clear and follows a logical order. Then, progresses to more complex text.
The teacher uses graphic organizers that highlight significant details to determine main idea.
The teacher has students complete a graphic organizer that identifies the main idea and supporting details, then has students retell the story using the graphic.
Indicator 11
The student identifies the topic, main idea(s), and supporting details in appropriate-level texts.
KS RE 03.1.4.11
The teacher gives students a main idea and have them generate details that support the main idea.
The teacher organizes students in cooperative groups to complete a story map outlining the main idea of the story and providing supporting details. Students then explain why they chose the main idea and the supporting details.
The teacher provides students with the main idea of an expository text. Students read the text to find supporting details that go with the main idea. This task can also be reversed by giving students the details and instructing students to create the main idea statement.
The teacher models use of a fishbone graphic organizer to record main idea and supporting details in expository text.
The teacher will discuss with students how all types of expository text are organized.
Indicator 12
The student identifies the author's purpose (e.g., to persuade, to entertain, to inform)
KS RE 03.1.4.12
The teacher models thinking about author's purpose in the following two ways:
1). Pre-reading: author's purpose (e.g., to persuade, to entertain, to inform) is related to the type; (2). Post-reading: author's purpose is related to the main ideas of the text.The teacher leads the students to critically evaluate the point of view of the author, will discuss the variety of purposes for writing such as to inform, to persuade, to entertain, and to instruct. 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.
Indicator 13
The student establishes a purpose for reading or listening (e.g., to be informed, to follow directions, to be entertained.
KS RE 03.1.4.13
The teacher emphasizes "before" reading strategies throughout the day in all content areas.
The teacher connects prior knowledge skills and strategies with new context and text.
The teacher uses a graphic organizer to discuss fact and opinion.
Indicator 14
The student distinguishes between fact and opinion in various texts.
KS RE 03.1.4.14
The student responds to a variety of text.
KS RE 03.2
Benchmark 1
The student uses literary concepts to interpret and respond to text.
KS RE 03.2.1
Indicator 1
The student identifies and describes characters' physical traits, basic personality traits, and actions
KS RE 03.2.1.1
The teacher models the use of a character map.
The teacher models the use of a Character Map. The Character Map will be labeled with the character's name in the middle and the other sections are labeled "What the Character Says and Does," "What Others Think About the Character," "How the Character Looks and Feels," and "How I Feel About the Character." The teacher explains to the students that the Character Map will help them gather details about the character, how the character looks, thinks, feels, demonstrates what the character says, and what others think about the character. The teacher selects a story containing a very detailed character and actions for the character. After the teacher reads the story to the classroom and after discussion has taken place about the character, the teacher and students complete the Character Map. The students illustrate the character and displays the drawings.
Indicator 2
The student identifies and describes the setting (e.g., environment, time of day or year, historical period, situation, place) of the story or literary text.
KS RE 03.2.1.2
The teacher models literary element maps with the students.
The teacher encourages student to locate words/phrases in the story that gives them clues to the setting/time period of the story and discuss why they have chosen those words [divides the students into small groups and provides them with newspapers, magazines, etc. which contain illustrations or pictures representing the setting. The students use the pictures in a collage and explain their collage to the class (or the students can illustrate their interpretation of the setting and share their drawing with the class)].
Indicator 3
The student identifies plot sequence.
KS RE 03.2.1.3
The teacher uses a "Rising Action" story map to visually show the progression of the plot.
The teacher conducts discussions in literature circles explaining the conflicts in a story.
The teacher provides opportunities for the students to role-play the conflicts or problems in a story.
The teacher directs students to refer back to the text to confirm their responses to the conflicts or problems in a story.
Benchmark 2
The student understands the significance of literature and its contributions to human understanding and culture.
KS RE 03.2.2
Indicator 1
The student reads to connect personal experiences and ideas with those of other cultures in literature.
KS RE 03.2.2.1
The teacher reads a multi-cultural story and has students identify traditional customs from the culture. Students complete a Venn diagram comparing the customs in the text with their own.
The teacher during social studies, uses story mapping to map out the story of a historically significant person's life.
Indicator 2
The student compares and contrast various languages, traditions, and cultures found in literature.
KS RE 03.2.2.2
The teacher provides a variety of text, multi-media sources, and internet for students to identify customs from different cultures.
Indicator 3
The student makes connections between specific aspects of literature from a variety of culture and personal experiences.
KS RE 03.2.2.3
The teacher leads the students in the use of a double-entry diary.
The teacher engages the students in a discussion involving their personal experiences in relationship to the customs of the cultures in the social studies text.
The students write effectively for a variety of audiences, purposes, and contexts.
KS RE 03.3
Benchmark 1
The students use writing as a tool for learning throughout the curriculum.
KS RE 03.3.1
Indicator 1
The student writes notes, graphic organizers, journals entries, learning logs and self-reflections while learning in content areas.
KS RE 03.3.1.1
The teacher models and then gives direct feedback as to how to take notes, complete graphic organizers, journal entries, learning logs, and self-reflections while learning in all content areas.
The teacher assigns a written/oral prompt to students to demonstrate understanding in all content areas.
The teacher provides training in note-taking strategies.
The teacher provides graphic organizers for students to use.
The teacher cues students as to which graphic organizer would be most useful for an assignment.
Benchmark 2
The students use a writing process that includes preparing, drafting, revising, editing and publishing to produce a written text.
KS RE 03.3.2
Indicator 1
The student uses prewriting strategies independently to organize ideas on a topic or a prompt.
KS RE 03.3.2.1
The teacher guides students to record thoughts on a graphic organizer (webs, timelines, literary element map).
The teacher guides the students to organize ideas using a story board (graphic organizer)
Indicator 2
The student writes a draft with an introduction, body and conclusion.
KS RE 03.3.2.2
The teacher reads examples from texts that model exemplary introductions, body and conclusion.
The teacher guides students to use their graphic organizers to write their draft.
Indicator 3
The student revises writing with assistance, focusing on the six traits of writing.
KS RE 03.3.2.3
The teacher model with class how to revise a draft focusing on one trait at a time.
The teacher places children in pairs to revise writing focusing on one trait at a time.
The teacher meets with students individually or in small groups and suggests revisions to student writing.
Indicator 4
The student edits for conventions such as capitalization, end punctuation, and spelling.
KS RE 03.3.2.4
The teacher models how to use editing checklists with the students.
The teacher models using editing symbols.
The teacher has the students read aloud their first draft to other member of the writing circle. Peer provide the author with comments which clarify and offer suggestions for author revision. Following revision, student editors with different colored pens and/or pencils read and edit for a specific skill (e.g., spelling, capitalization, punctuation, grammar, and paraphrasing). Each editor uses a different colored pen or pencil to edit the skill for which he/she is responsible.
The teacher teaches students strategies for proofing (e.g., COPS).
Indicator 5
The student publishes a legible final copy.
KS RE 03.3.2.5
The teacher provides opportunity for students to enter writing on the computer.
The teacher requires the students to submit weekly new articles to the class newspaper for publication. Students draft, revise, and edit before final copies are submitted. Students use computers if available.
Benchmark 3
The students use ideas that are well developed, clear and interesting.
KS RE 03.3.3
Indicator 1
The student chooses an idea about which to write (occasionally write about a given prompt).
KS RE 03.3.3.1
The teacher uses RAFT (role, audience, format, topic)
Indicator 2
The student develops one clear main idea.
KS RE 03.3.3.2
The teacher directs students to read a selection individually or in a group. The teacher selects one main idea explored in the text. Supporting details and facts are listed on chart paper. Once the list is completed, teacher cuts ideas into parts and selects the statements that best support the main idea. Students sequence the idea strips and write a paragraph about them. (also self-selected topics).
Indicator 3
The student include details to develop main idea.
KS RE 03.3.3.3
The teacher models using a chart or graphic organizer listing a main idea and brainstorming as many details as possible. The student goes back to decide which details are most important.
The teacher uses literature/texts to model how authors use clear and interesting details to express and support ideas.
The teacher uses hamburger strategy.
Benchmark 4
The students will use organization that enhances the reader's understanding.
KS RE 03.3.4
Indicator 1
The student uses a variety or organizational strategies such as webbing or concept mapping.
KS RE 03.3.4.1
The teacher models the use of each type of organizational strategy and discusses the benefits of each.
Indicator 2
The student writes a paragraph containing at least three sentences.
KS RE 03.3.4.2
The teacher allows time for students to write three complete sentences about a topic.
Indicator 3
The student writes a piece with a beginning, middle, and end.
KS RE 03.3.4.3
The teacher demonstrates how to write a complete story with a beginning, a middle, and an end.
The teacher models how to write an effective introduction and conclusion.
The teacher uses literature to model effective leads, sequence, beginning, middle, and end, and conclusions.
The teacher models how to use transitions (sequencing).
Benchmark 5
The students use authentic and appropriate voice.
KS RE 03.3.5
Indicator 1
The students writes expressively.
KS RE 03.3.5.1
The teacher uses literature to model how authors have definite styles/voices.
The teacher creates word banks to provide to students as examples to help them expand their vocabulary selections while working on word choices.
Indicator 2
The students writes with an awareness of the reader.
KS RE 03.3.5.2
The teacher models voice by having students listen to other students voices without looking. Students have to identify their voices by what they say.
The teacher demonstrates how using emotion/feeling words helps the reader connect with the author.
The teacher assigns a specific audience to the student in writing a story (e.g., the principal). Then asks the student to rewrite the story for a different audience (e.g, best friend).
Benchmark 6
The students use effective word choice.
KS RE 03.3.6
Indicator 1
The student attempts new words to make writing more interesting.
KS RE 03.3.6.1
The teacher models how to use a thesaurus both on the computer and as a resource book.
Indicator 2
The student recognizes and uses adjectives and adverbs in sentences.
KS RE 03.3.6.2
The teacher provides students with cards which have verb and nouns written on them and cards with adjectives and adverbs written on them. The students must match up the adjectives with the nouns and the adverbs with the verbs.
The teacher models how to use synonyms/vocabulary in writing.
The teacher uses literature to model effective word choices.
Benchmark 7
The students use clear and fluent sentences.
KS RE 03.3.7
Indicator 1
The student writes complete sentences that have subject/verb agreement.
KS RE 03.3.7.1
The teacher provides four sentence strips to groups of two students. Two strips match one other strip to form a complete thought. The students must match the strips which are based on the same context.
Indicator 2
The student writes sentences that are easy to read aloud.
KS RE 03.3.7.2
The teacher models how students must write easy and complete sentences.
The teacher models how to write simple and compound sentences (variation in sentence length).
The teacher uses literature to model exemplary sentence fluency.
The teacher has students read sentences to their class. The students rate how easy the sentences were to read aloud. Students discuss why some sentences were easier to read than others.
Benchmark 8
The students use standard American English conventions.
KS RE 03.3.8
Indicator 1
The student has reasonable control over basic writing conventions.
KS RE 03.3.8.1
The teacher has students practice reading and writing different types of sentences on a give topic.
Indicator 2
The student uses standard writing conventions that assist in conveying meaning.
KS RE 03.3.8.2
The teacher uses a graphic organizer to organize thoughts on conventions.
The teacher models how to use appropriate grammar/usage using student writing samples.
The teacher models how to check spelling errors using computers, dictionaries, etc.
The teacher uses literature/texts to model convention skills.
Benchmark 9
The students use a variety of modes of writing for different purposes and audiences.
KS RE 03.3.9
Indicator 1
The student writes for a specific purpose and audience.
KS RE 03.3.9.1
The teacher explains the differences in writing for the principal or parent as opposed to writing to a friend.
Indicator 2
The student writes descriptive pieces that may include poetry, journal entries, and learning logs.
KS RE 03.3.9.2
The teacher expresses the usage of adverbs and adjectives.
Indicator 3
The student writes narrative pieces (e.g., personal narratives).
KS RE 03.3.9.3
The teacher encourages the use of personal journal entries.
Indicator 4
The student writes expository pieces (e.g., lists, math problems, and directions).
KS RE 03.3.9.4
The teacher has the student write out a scavenger hunt for a partner. Then, as expository writing, has the students describe the scavenger hunt.
The teacher uses different text types to model how authors have different purposes/audiences when they write.
The student applies reading and writing skills to demonstrate learning.
KS RE 03.4
Benchmark 1
The student uses effective and ethical research practices.
KS RE 03.4.1
Indicator 1
The student discusses curriculum topics or topics of interest.
KS RE 03.4.1.1
The teacher in collaboration with the Library/Media Specialist in the different content areas, discusses important ideas or events of interest and discusses where more information about these ideas or events can be found. The teacher then has the library media specialist show the students (in the library) where these resources can be found.
Indicator 2
The student formulates both broad and specific questions at knowledge and comprehension levels, and seeks answers.
KS RE 03.4.1.2
The teacher in collaboration with the Library/Media Specialist has students read an expository text, then develop questions about the topic which are not answered by the text.
Indicator 3
The student recognizes, with guidance, that different formats exist.
KS RE 03.4.1.3
The teacher in collaboration with the Library/Media Specialist shows students that information can be found in various forms (e.g. books, magazines, videos, Internet, CD ROM, etc.). The teacher has these resources available to the students for observation and explains where these resources can be found.
Indicator 4
The student locates appropriate information (e.g., print, non-print).
KS RE 03.4.1.4
The teacher in collaboration with the Library/Media Specialist encourages classroom discussion about appropriate information using examples such as Internet, speeches, interviews, and text.
Indicator 5
The student records information.
KS RE 03.4.1.5
The teacher in collaboration with the Library/Media Specialist models to the students how information from two sources can be recorded in a bibliography. The teacher demonstrates this process on the overhead using bibliography examples from different sources.
Indicator 6
The student organizes and shares information.
KS RE 03.4.1.6
The teacher in collaboration with the Library/Media Specialist divides the class into three groups. Then the teacher provides one group with a picture book on plants, another group with an encyclopedia containing the topic plants, and allows another group Internet access. The teacher encourages the students to locate the information and take notes using note cards, organize their information and share the information with the class. The students from each group must explain from where their information came.
Indicator 7
The student evaluates relevant information.
KS RE 03.4.1.7
The teacher in collaboration with the Library/Media Specialist collects pictures from catalogs or magazines. The teacher guides the students to create a description of an article of clothing or picture in the magazine. When finished with the description, the teacher will guide the students to determine what information in their description is unnecessary.
In math class, writes a story problem including unnecessary information. The teacher guides the students in eliminating information that is not necessary to determining the correct answer.
Benchmark 2
The students use ethical research practices.
KS RE 03.4.2
Indicator 1
The students discuss what constitutes plagiarism.
KS RE 03.4.2.1
The teacher in collaboration with the Library/Media Specialist allows for classroom discussion about plagiarism, including real-life examples.
The teacher in collaboration with the Library/Media Specialist directs students to role play situations in which one student portrays an author and the other one who has plagiarized that author's work. Discuss how the author might feel and the consequences for the plagiarizer.
Indicator 2
The student expresses information in own words using details and complete sentences.
KS RE 03.4.2.2
The teacher in collaboration with the Library/Media Specialist models summarizing with a short piece of nonfiction text. Together, the teacher and students identify words and phrases from the text that are important to the understanding of the main idea. These words and phrases are then used to create complete sentences expressing the information in the text.
Indicator 3
The student gives credit to author, title, or website.
KS RE 03.4.2.3
The teacher in collaboration with the Library/Media Specialist provides students with various resource materials in order for them to discuss ownership.
The teacher in collaboration with the Library/Media Specialist provides models for students, of ways that their textbooks give credit.
Indicator 4
The student constructs a simple bibliography with author, title.
KS RE 03.4.2.4
The teacher in collaboration with the Library/Media Specialist directs students to write about a famous person noting the book(s) and the author used.
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.
Benchmark 2
The effective listener recognizes/identifies verbal and nonverbal cues accurately.
Indicator 1
The students recognize that verbal and nonverbal cues work together.
Benchmark 3
The effective listener understands the message.
Indicator 1
The students accurately follow multiple-step directions.
Indicator 2
The students answer questions related to message.
Benchmark 4
The effective listener remembers and applies content of the message.
Indicator 1
The students accurately complete a task.
Indicator 2
The students apply knowledge in a new context.
Indicator 3
The students remember significant details.
Benchmark 5
The effective listener analyzes/evaluates the message.
Indicator 1
The students predict various outcomes.
Indicator 2
The students draw appropriate conclusions with supporting details.
Indicator 3
The students identify the purpose of the message.
Indicator 4
The students describe exaggeration and distortion and their effects.
Indicator 5
The students receive criticism and compliments appropriately.
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 or interrupting others.
Indicator 3
The students give verbal and nonverbal responses that indicate attention to the topic of discussion, such as asking relevant questions.
Indicator 4
The students repeat/summarize comments made by others.
Indicator 5
The students recognize the existence of differing viewpoints of others.
Learners will demonstrate skills in viewing for a variety of purposes.
Benchmark 1
The effective viewer is attentive.
Indicator 1
The students focus attention on visual messages.
Benchmark 2
The effective viewer recognizes/identifies the cues of visual messages
transmitted through objects, images, sounds, and words.
Indicator 1
The students recognize the appropriate meaning of visual messages.
Indicator 2
The students demonstrate awareness of elements of visual messages, such as material and equipment used in a science experiment.
Indicator 3
The students use context cues to determine meaning of complex or unfamiliar visual messages.
Benchmark 3
The effective viewer understands visual messages.
Indicator 1
The students answer increasingly complex questions related to visual messages.
Indicator 2
The students describe visual messages in detail.
Indicator 3
The students seek clarification.
Indicator 4
The students interpret the meanings of visual messages.
Benchmark 4
The effective viewer remembers and applies content of visual messages.
Indicator 1
The students use components of visual messages to complete tasks.
Indicator 2
The students remember significant details from visual messages.
Indicator 3
The students apply knowledge from visual message in new visual contexts and products, such as maps, dioramas, models, and computer generated posters.
Benchmark 5
The effective viewer analyzes/evaluates visual messages.
Indicator 1
The student predict various outcomes.
Indicator 2
The students draw appropriate conclusions with supporting details.
Indicator 3
The students identify the purposes of visual messages.
Indicator 4
The students use external criteria to distinguish fact from fiction.
Indicator 5
The students identify the target of visual messages.
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 characteristics of their audience, such as group size, gender, and age.
Indicator 2
The students recognize different purposes for speaking, such as to inform, persuade, and entertain.
Indicator 3
The students recognize if the occasion and context are formal or informal.
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 phrases, sentences, and courteous nonverbal cues.
Indicator 2
The student initiate oral communication during appropriate times and situations.
Indicator 3The students prepare and present individual oral reports.
Benchmark 3
The effective speaker produces a coherent message.
Indicator 1
The students use a topic sentence or other appropriate organizational device as a basis for planning and developing an oral report.
Indicator 2
The students express thoughts using phrases and complete sentences.
Indicator 3
The students give information related to the topic.
Indicator 4
The students stay focused on the topic.
Indicator 5
The students organize details in logical order.
Indicator 6
The students use language that is clear.
Benchmark 4
The effective speaker uses appropriate content for purpose, audience, occasion, and context.
Indicator 1
The students vary information presented according to the purpose, audience, and situation.
Indicator 2
The students stay focused on purpose, audience, and situation.
Indicator 3
The students expand or limit content as needed or directed, such as use of examples, AV aids, and technology.
Benchmark 5
The effective speaker demonstrates control of delivery skills.
Indicator 1
The students maintain eye contact.
Indicator 2
The students vary vocal expression according to situation, such as volume, pace and inflection.
Indicator 3
The students use appropriate pronunciation and clear articulation.
Indicator 4
The students use appropriate nonverbal behaviors (eye contact, facial
expressions, gestures, posture, and proximity) according to the situation.
Indicator 5
The students use a natural, conversational vocal style when presenting a planned speech.
Benchmark 6
The effective speaker participates appropriately in small groups.
Indicator 1
The students contribute relevant information.
Indicator 2
The students seek relevant information through questions.
Indicator 3
The students respond politely to the ideas and opinions of others, such as taking turns and no put-downs.
Benchmark 7
The effective speaker recognizes the role of evaluation in oral communication.
Communicators effectively use a variety of media to create products to communicate 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 identify various methods to create media products, such as computer-generated graphics, two-or three-dimensional displays, and audio/video recordings.
Benchmark 2
The effective communicator creates single-media and multi-media products.
Indicator 1
The students create products that communicate a message, such as drug safety posters, audio book reports, three-dimensional displays, computer-generated graphics, tables, and graphs.
Indicator 2
The students choose appropriate media for content, purpose, audience, occasion, and context.
Benchmark 3
The effective communicator uses appropriate content for purpose, audience, occasion, and context.
Indicator 1
The students use content consistent with the topic.
Indicator 2
The students use content that enhances the topic.
Indicator 3
The students include sufficient detail for the topic.
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