STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Alphabetics 1.1.1 Uses decoding skills automatically when reading unknown words. Decoding Strategies One Page  
    Decoding Strategy Posters  
Fluency 1.2.1 & 1.2.3 Uses knowledge of conventions and sentence structure to read fluently. Fluency and Punctuation  
  q      Question marks    
  q      Exclamation points 2-3 Kansas Reading First (Fluency)  
  q      Commas    
  q      Colons    
  q      Semi-colons KPIRC Fluency Activity (Original)  
  q      Dashes KPIRC Fluency Activities(Additions)  
       
1.2.2 Reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech with familiar text. http://www.readinga-z.com  
       
1.2.4 Uses a variety of word-recognition strategies. 4th Grade Sight Words  
     
1.2.5 Adjusts reading rate while reading narrative, expository, technical, and persuasive texts.    
       
Vocabulary 1.3.1 pUses context clues to identify unknown words from sentences or paragraphs. Context Clues Definitions  
  q      Definitions    
  q      Restatements KPIRC Vocabulary Activities (Original)  
  q      Examples KPIRC Vocabulary Activities (Additions)  
  q      Descriptions    
    2-3 Kansas Reading First Vocabulary  
1.3.2 Identifies and uses synonyms, antonyms, homophones, and homographs.    
       
1.3.3 Uses a dictionary, glossary, and thesaurus.    
STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Vocabulary 1.3.4 pKnowledge of word structure: Most Common affixes  
  q      Compound words Prefixes, Suffixes, Root Words  
  q      Contractions Compound Words  
  Prefixes, suffixes, root words 3-5 Root Words  
  Ž  Prefixes: anti, dis, ex, non, under Nifty Fifty Alpabetical  
   Suffixes: en, ful, less, ment, ness Nifty Fifty by Month  
   Grade level root words Nifty Fifty Plan Cards  
1.3.5 ‘Identifies the difference between literal and figurative language Nifty Fifty Word Cards  
  ‘      Similes    
  ‘   Metaphors Figurative lang. Definitions/Examples  
  ‘   Analogies    
  q      Idioms    
Comprehension 1.4.1 Identifies characteristics of narrative, expository, technical, and persuasive text. Text Type Posters  
  Online Student Magazines (For Expository, Persuasive, and Technical)  
1.4.2 pUnderstands the purpose of text features: title, graphs and charts, table of contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings Text Feature Definitions  
  Evaluating Text Features  
  Uses content and prior knowledge to: Building Schema  
1.4.3 q      Make, revise, and confirm predictions Drawing Conclusions  
1.4.5  Make inferences and draw conclusions    
     
1.4.4 Generates and answers literal, inferential, and critical thinking questions before, during, and after reading or listening to a text. Question Stems for LA  
       
STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Comprehension 1.4.6 pIdentifies text structure  
  p Sequence Test Question Stems  
  p      Problem and solution Graphic Organizers  
  p      Compare and contrast Sequence Poster  
  p      Description Problem/Solution Poster  
  p      Cause and effect Compare/Contrast Poster  
    Description Poster  
1.4.7 pCompares and contrasts information in a text: Cause/Effect Poster  
  q      Topics Teaching Text Structure  
  q      Characters Question Stems for LA  
  q      Themes Test Question Stems  
  q      Problem/solution Graphic Organizers  
  q      Cause/effect relationships Sequence Poster  
  q      Identifies compare/contrast signal words  
     
1.4.8 pLinks causes and effects in narrative and expository texts. KPIRC Comprehension Original  
     
1.4.9 pRetells main idea and supporting details. KPIRC Comprehension Additional  
     
1.4.10 pIdentifies topic, main idea, and details Finding Main Ideas  
       
1.4.11 pIdentifies the author's purpose (to persuade, pto entertain, pto inform). Synthesizing  
     
1.4.12 Establishes a purpose for reading or listening.  
     
1.4.13 Follows directions explained in technical text.  
     
1.4.14 pDistinguishes between fact and opinion.    
STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Literary Elements pIdentifies and describes the: 4th Grade Suggested Reading List  
2.1.1 p      Characters' physical traits, personality traits, feelings, and reasons and consequences for actions. Character Graphic Organizers  
2.1.2 p      Setting: environment, time of day or year, historical period, situation, place. Setting Graphic Organizer  
2.1.3 p      Identifies the major conflict in a story and how it is resolved.    
    Theme Set Idea Website  
Literary Significance 2.2.1 Describes aspects of history and culture found in works of literature. Literature Resources  
  Genre Study Website  
2.2.2 Compares and contrasts various languages, traditions, and cultures. Planning a Themed Study Website  
     
2.2.3 Makes connections between specific aspects of literature from a variety of cultures and personal experiences.    
       
STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Narrative Writing 1.1.1 Chooses and writes about a narrowed and focused idea and occasionally writes about a given prompt. Narrative Writing Rubric  
     
1.1.2 Writes using (1) personal experience (2) observations (3) prior knowledge. Writing Prompts: Descriptive, Narrative, Expository, and Persuasive  
       
1.1.3 Maintains focused ideas with supporting details, which gives the reader important information that he/she could not personally bring to the text. Six Trait Website Links  
    Narrative Writing Graphic Organizers  
1.1.4 Identifies what constitutes plagiarism.  
       
1.1.5 Uses a variety of prewriting strategies. (e.g. webbing, brainstorming, listing, working in pairs or in cooperative groups) Write It Scholastic Website  
       
1.1.6 Writes a piece with a clear introduction, reasonable body, and conclusion. Essay / Paragraph Organizer  
       
1.1.7 Uses transitions to allow ideas to flow smoothly within the writing piece.    
       
1.1.8 Writes in an expressive and individualized style with an awareness of the reader.    
       
1.1.9 Uses specific nouns, powerful verbs, and vivid adjectives in writing.    
1.1.10 Chooses words and phrases appropriate for purpose and audience. (e.g. family, peers, teachers)    
       
STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Narrative Writing 1.1.11 Writes grammatically correct sentences that vary in length and structure to make the reading pleasant and natural.    
     
1.1.12 Writes sentence beginnings that relate to and build upon previous sentences.    
       
1.1.13 Recognizes an incomplete thought (fragment).    
       
1.1.14 Uses dialogue appropriately.    
       
1.1.16 Uses standard writing conventions with accuracy so that meaning is clearly conveyed. (e.g. capitalization, punctuation)    
       
1.1.17 Writes with correct grammar and usage that contributes to clarity.    
       
1.1.18 Uses correct spelling even with more difficult words.    
       
1.1.19 Uses paragraph divisions to reinforce the organizational structure.    
       
       
STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Expository Writing 1.2.1 Chooses and writes about a narrowed and focused idea and occasionally writes about a given prompt. Expository Rubric  
1.2.2 Maintains focused ideas with supporting details, which give the reader important information that he/she could not personally bring to the text. Expository Graphic Organizers  
1.2.3 Writes by using (1) personal experience (2) observations (3) begins to incorporate researched information and formally recognizes source.    
1.2.4 Expresses information in own words and uses appropriate details with simple and compound sentences.    
1.2.5 Identifies what constitutes plagiarism.    
1.2.6 Identifies references for all information used or reproduced from sources.    
1.2.7 Constructs a simple bibliography with author, title, publisher, year, and/or Web site name    
1.2.8 Uses a variety of prewriting strategies. (e.g. webbing, brainstorming, listing, working in pairs or in cooperative groups)    
1.2.9 Writes a piece with a clear introduction, a reasonable body, and conclusion.    
1.2.10 Writes paragraph(s) with a topic sentence that includes supporting details in a logical order. (typically 1-5 sentences)    
STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Expository Writing 1.2.11 Uses transitions to allow ideas to flow smoothly within the writing piece.    
1.2.12 Begins conveying emotion and personality in writing.    
1.2.13 Uses specific nouns, powerful verbs, and vivid adjectives in writing.    
1.2.14 Chooses words and phrases appropriate for purpose and audience. (e.g. family, peers, teachers)    
1.2.15 Writes grammatically correct sentences that vary in length and structure and makes the reading pleasant and natural.    
1.2.16 Writes sentence beginnings that relate to and build upon previous sentences.    
1.2.17 Recognizes an incomplete thought (fragment).    
1.2.19 Uses standard writing conventions with accuracy so that meaning is clearly conveyed. (e.g. capitalization, punctuation)    
1.2.20 Uses writing that includes grammar and usage, which are correct and contribute to clarity.    
1.2.21 Uses correct spelling even with more difficult words.    
1.2.22 Uses paragraph divisions to reinforce the organizational structure.    
       
       
STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Technical Writing 1.3.1 Chooses and writes about a narrowed and focused idea and occasionally writes about a given prompt. Technical Writing Rubric  
1.3.2 Uses supporting details that are concise, accurate, and helps to clarify the main idea.    
1.3.3 Identifies what constitutes plagiarism.    
1.3.6 Uses independently a variety of prewriting strategies. (e.g. webbing, brainstorming, listing, working in pairs or in cooperative groups)    
1.3.7 Writes paragraph(s) or list(s) about one idea.    
1.3.8 Writes a piece in logical and/or sequential order.    
1.3.9 Uses transitions to connect points within the piece. (e.g. next, after, then)    
1.3.10 Writes with an awareness of purpose and audience. (e.g. letters, simple reports, directions, brochures, electronic presentations)    
1.3.11 Attempts to write with authority so the voice is not distracting.    
1.3.12 Selects words that convey the writer's message clearly and precisely. (e.g. technical terms)    
1.3.14 Writes compact sentences or phrases that make the point clear.    
1.3.15 Uses correct standard writing conventions. (e.g. capitalization, punctuation)    
STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
1.3.16 Uses correct grammar and usage that contributes to clarity.    
1.3.17 Spells familiar and most unfamiliar words correctly and uses available resources. (e.g. dictionary, spell check)    
1.3.18 Uses graphic devices that are supportive of the text. (e.g. charts, graphs, maps, illustrations, other text features)    
STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Persuasive Writing 1.4.1 Chooses a position to write about on a selected topic. Persuasive Writing Rubric  
    Persuasive Graphic Organizers  
1.4.2 Writes using (1) personal experience (2) observations (3) begins to incorporate researched information (formally recognizes source).    
       
1.4.3 Uses details to support the author's position.    
       
1.4.4 Begins to explore two sides of an issue.    
       
1.4.5 Begins to build an argument.    
       
1.4.6 Identifies what constitutes plagiarism.    
       
1.4.7 Uses a variety of prewriting strategies. (e.g. webbing, brainstorming, listing, working in pairs or in cooperative groups)    
       
1.4.8 Writes a piece with a clear introduction, a reasonable body, and conclusion.    
       
1.4.9 Writes paragraph(s) with a topic sentence and includes supporting details in a logical order. (typically 1-5 sentences)    
STATE BENCHMARK CONCEPT/SKILL KS INDICATORS TEACHERS RESOURCES/EXAMPLES STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Persuasive Writing 1.4.10 Uses transitions to allow ideas to flow smoothly within the writing piece.    
1.4.11 Writes to convey opinion and to convince the reader to agree with the author.    
1.4.12 Uses language that is appropriate and easy for the audience to understand.    
1.4.13 Uses words that are precise and create imagery. (e.g. specific nouns, powerful verbs)    
1.4.14 Writes grammatically correct sentences that vary in length and structure to make the reading pleasant and natural.    
1.4.15 Writes sentence beginnings that relate to and build upon previous sentences.    
1.4.16 Recognizes an incomplete thought (fragment).    
1.4.17 Begins to write purposeful dialogue.    
1.4.18 Uses standard writing conventions with accuracy so that meaning is clearly conveyed. (e.g. capitalization, punctuation)    
1.4.19 Writes with correct grammar and usage, which contributes to clarity.    
1.4.20 Uses correct spelling even with more difficult words.    
1.4.21 Uses paragraph divisions to reinforce the organizational structure of the text.