STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Alphabetics	Indicator not taught at this grade level.
Fluency	The student reads fluently.
		Reading Fluency Info. Sheet
1.2.1	Uses knowledge of conventions, text features, and sentence structure to read fluently at instructional or independent reading levels.
1.2.2	Reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech with familiar text.
1.2.3	Uses knowledge of complex sentence structure to read fluently at instructional or independent reading levels.
1.2.4	Uses a variety of word-recognition strategies to read fluently.
1.2.5	Adjusts reading rate to support comprehension when reading narrative, expository, technical, and persuasive texts.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Vocabulary	The student expands vocabulary..
1.3.1	pUses context clues to determine the meaning of unknown words and phrases from sentences or paragraphs.	Context Clues Definitions
1.3.3	pDetermines meaning of words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixes to understand complex words, including words in science, math, and social studies.	Prefixes, Suffixes, Root Words
	▲Prefixes: ab-, im-, in-, inter-, mal-, uni-
	▲Suffixes: -ee,-ette/-et, -ian/-ion, -ive
	▲Roots: agri, aud, bene, circum, corp, dict, dur, equ/equi, hydro, luna, nav, ped, psych, sci, sent/sens, sol/soli, spec, grade-appropriate base words
1.3.4	pIdentifies and determines meaning of figurative language	Figurative Language Definitions and Examples
	▲ Similes
	▲ Metaphors
	▲ Analogies	Analogy Tips
	▲      Idioms	Analogy Grapic Organizer
	▲      Hyperbole
	▲      Onomatopoeia
	▲      Personification
	▲      Imagery
	”     Symbolism
	q      Connotation
	q      Denotation
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Comprehension	The student reads and comprehends text across the curriculum.
1.4.1	Identifies characteristics of narrative, expository, technical, and persuasive text.	Text Type Posters
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, captions, topic and summary sentences, sidebars, underlining, numbered or bulleted lists) and uses such features to locate information and gain meaning from text.	Text Feature Definitions
		Evaluating Text Features
1.4.5	pUses information from the text to make inferences and draw conclusions	Drawing Conclusions
1.4.6	pAnalyzes how text structure supports comprehension of the text	Graphic Organizers
	q      Sequence	Sequence Poster
	q      Problem/solution	Problem/Solution Poster
	q      Comparison/contrast	Compare/Contrast Poster
	q      Description	Description Poster
	q      Cause/effect	Cause/Effect Poster
		Teaching Text Structure
		Text Structure Cards
		Teaching Text Structure
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Comprehension
1.4.7	pCompares and contrasts information in one or more appropriate-level texts:	Graphic Organizers
	q      Characters' traits and motives
	q      Themes
	q      Problem/solution
	q      Cause/effect relationships
	q      Procedures
	q      Authors' purposes
	q     Viewpoints
	q      Persuasive techniques
1.4.8	pExplains cause and effect relationships in narrative, expository, technical & persuasive texts.
1.4.9	p Uses paraphrasing and organizational skills to summarize information (e.g., stated and implied main ideas, main events, important details) from appropriate-level narrative, expository, persuasive, and technical texts in logical order.
1.4.10	pIdentifies topic, main idea, supporting details, theme in text across the content areas and from a variety of sources.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Comprehension
1.4.11	pIdentifies the author's purpose (to persuade, to entertain, to inform, to instruct) and basic techniques (including literary devices) the author uses to achieve that purpose. (See also 2.1.5)
	▲Foreshadowing
	▲Flashback
	▲Irony
	”Symbolism
	”Tone
	”Mood
1.4.14	pIdentifies the author's position in a persuasive text and describes techniques the author uses to support that position.	Persuasive Techniques
	▲Bandwagon approach
	▲Glittering generalities
	▲Testimonials
	▲Citing statistics
	▲Appeals to reason or emotion
1.4.15	pDistinguishes between fact and opinion and recognizes propaganda (advertising, media, politics, warfare), bias, and stereotypes.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Literary Elements	The student uses literary concepts to interpret and respond to text.
2.1.1	p Characters: Describes different aspects of major and minor characters (physical traits, personality traits, feelings, actions, motives) and analyzes how major characters are developed (through their thoughts, words, speech patterns, actions) and how they change over time.	Character Graphic Organizers
	”Protagonist
	”Antagonist
2.1.2	p Setting: Identifies and describes the setting (environment, time of day or year, historical period, situation, place) and analyzes connections between the setting and other story elements (character, plot).	Setting Graphic Organizer
2.1.3	p Plot: Identifies major and minor elements of the plot and explains how those elements relate to one another.	Plot Mountain Graphic Organizer
	pProblem or conflict
	pClimax
	pResolution
	pRising action
	pFalling action
	pSubplots
	pParallel episodes
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Literary Elements		Literature Resources Website
		Literacy Matters Website
2.1.4	Theme: Identifies theme (moral, lesson, meaning, message, author's ideas about the subject) and recurring themes across works (bravery, loneliness, loyalty, friendship, etc.)	Books by Theme for MS & HS website
		Themes and Literature Circles Website
2.1.5	Literary Devices: Identifies literary devices. (See also 1.4.11)	Planning a Themed Unit
	pForeshadowing	Literary Devices Graphic Organizers
	pFlashback
	pIrony
Literary Significance	The student understands the significance of literature and its contributions to various cultures.	Booklist Links
		6-12 Booklist Link
2.2.1	Recognizes ways that literature from different cultures presents similar themes differently across genres.
2.2.2	Compares and contrasts customs and ideas within literature representing a variety of cultures.
2.2.3	Recognizes connections between cultures and experiences through a variety of texts.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Narrative Writing		Narrative Writing Rubric
1.1.1	Understands and develops a focused written piece that includes plot elements. (e.g. initiating event, rising and falling action, climax, conflict, setting, character development, resolution)
		Writing Prompts: Descriptive, Narrative, Expository, and Persuasive
1.1.2	Uses (1) personal experience (2) observations (3) prior knowledge in written text.
		Six Trait Websites
1.1.3	Clearly defines the main idea with selection of relevant details from a variety of sources.
1.1.4	Analyzes and understands implications of plagiarism. (e.g. ethical, legal)	Write It Scholastic Website
1.1.5	Understands and independently uses appropriate strategies to generate narrative text. (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources)	Essay / Paragraph Organizer
1.1.6	Writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution.
1.1.7	Selects transitions to connect ideas within and between paragraphs in the writing piece.
1.1.8	Selects original and compelling vocabulary and/or figurative language appropriate for the purpose and audience.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Narrative Writing
1.1.9	Selects words that are suitable and precise, which create appropriate imagery. (e.g. vivid verbs, explicit nouns, natural modifiers)
1.1.10	Includes vocabulary particular to the topic and provides ease of understanding.
1.1.11	Varies sentence structures and lengths. (e.g. simple, compound, complex, compound-complex)
1.1.12	Creates a variety of sentence beginnings that build upon previous sentences to guide the reader from one sentence to another.
1.1.3	Discriminates between the effective and ineffective use of sentence fragments.
1.1.14	Writes using effective dialogue that sounds conversational and natural.
1.1.16	Uses correct mechanics and punctuation. (e.g. hyphens, dashes, ellipsis)
1.1.17	Uses correct grammar and usage, which may be manipulated for stylistic effect that contributes to clarity.
1.1.18	Spells familiar and most unfamiliar words correctly and uses available resources. (e.g. dictionary, spell check)
1.1.19	Uses correct paragraph divisions to reinforce the organizational structure of the text.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Expository Writing		Expository Rubric
1.2.1	Develops one main idea and/or a thesis statement in response to a prompt.	Expository Graphic Organizers
1.2.2	Clearly defines the main idea with selection of relevant, logical details that meet the reader's informational needs.
1.2.3	Uses (1) personal experience (2) observations (3) prior knowledge (4) research to provide information using an appropriate point of view for the piece ( e.g. 1st person pronouns in research).
1.2.4	Expresses information in own words and uses explicit techniques to appeal to the backgrounds and interests of the audience.
1.2.5	Analyzes and understands implications of plagiarism. (e.g. ethical, legal)
1.2.6	Cites references for all information used or reproduced from any source.
1.2.7	Constructs a bibliography with author, title, publisher, year, Web site name and address, and copyright date.
1.2.8	Understands and independently uses appropriate strategies to generate expository text. (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources)
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Expository Writing
1.2.9	Develops a cohesive piece that contains an engaging introduction, a developed body that provides information, and a conclusion that reinforces the thesis statement and leaves the reader with a sense of completion.
1.2.10	Arranges information within each paragraph in a logical and effective sequence to meet the reader's informational needs. (typically 5-8 sentences)
1.2.11	Selects appropriate transitions to connect ideas within and between paragraphs.
1.2.12	Selects original and compelling vocabulary and/or figurative language to inform the reader.
1.2.13	Selects words and phrases that are suitable and precise that create appropriate imagery. (e.g. vivid verbs, explicit nouns, natural modifiers)
1.2.14	Defines and uses specialized vocabulary particular to the subject/topic to provide ease of understanding.
1.2.15	Varies sentence structures and lengths (e.g. simple, compound, complex, compound-complex) making the reading pleasant and natural.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Expository Writing
1.2.16	Creates a variety of sentence beginnings that builds upon previous sentences and guides the reader from one sentence to another.
1.2.17	Discriminates between the effective and ineffective use of sentence fragments.
1.2.19	Uses correct mechanics and punctuation. (e.g. hyphens, dashes, ellipsis)
1.2.20	Uses correct grammar and usage, which may be manipulated for stylistic effect that contributes to clarity.
1.2.21	Spells familiar and most unfamiliar words correctly and uses available resources. (e.g. dictionary, spell check)
1.2.22	Uses correct paragraph divisions to reinforce the organizational structure of the text.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Technical Writing		Technical Writing Rubric
1.3.1	Develops a technical text focused on one main purpose.
1.3.2	Clearly defines the main idea with selection of concise, logical details that meet the reader's informational needs.
1.3.3	Analyzes and understands implications of plagiarism. (e.g. ethical, legal)
1.3.4	Cites references for all information used or reproduced from any source
1.3.5	Constructs a bibliography with author, title, publisher, year, Web site name and address, and copyright date.
1.3.6	Understands and independently uses appropriate strategies to generate technical text. (e.g. brainstorming, listing, webbing, working in pairs or in cooperative groups, identifying information from print sources)
1.3.7	Organizes information within each section, paragraph, list, or graphic in logical and effective sequence to meet the reader's informational needs.
1.3.8	Writes a complete piece with a useful introduction, a relevant or sequential body, amd an appropriate conclusion.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Technical Writing
1.3.9	Selects appropriate transitions to connect ideas within the piece. (e.g. enumerated list, bullets, headings, subheadings, complex outlining elements)
1.3.10	Writes with an awareness of purpose and audience. (e.g. letters, reports, directions, graphics, charts, maps, tables, brochures, electronic presentations, newsletters, job searches, memos, fliers, e-mails)
1.3.11	Writes with authority so the voice is not distracting.
1.3.12	Selects words that convey the writer's message plainly and concisely. (e.g. technical terms, jargon)
1.3.14	Selects words appropriate for the intended task/format. (e.g. persuasive, if persuading; informational, if informing, etc.)
1.3.15	Writes compact sentences or phrases that make the point clear.
1.3.16	Punctuates correctly. (e.g. hyphens, dashes, ellipsis)
1.3.17	Uses correct grammar and usage, which may be manipulated for stylistic effect and contributes to clarity.
1.3.18	Uses graphic devices that are clear helpful, visually appealing, and supportive of the text. (e.g. charts, graphs, illustrations)
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Persuasive Writing		Persuasive Writing Rubric
1.4.1	Asserts an arguable position or opinion (thesis statement).	Persuasive Graphic Organizers
1.4.2	Uses (1) personal experience (2) observations (3) prior knowledge (4) research important for the reader to reach a conclusion and uses an appropriate point of view for the piece (e.g. 1st person in editorial).
1.4.3	Develops details necessary to expand the main topic in a balanced format to support the writer's position.
1.4.4	Anticipates the reader's questions(s) and provides balance with a counter-argument.
1.4.5	Practices building a focused argument that uses logical thinking and appeals to reason, authority, and/or emotion.
1.4.6	Analyzes and understands implications of plagiarism. (e.g. ethical, legal)
1.4.7	Understands and independently uses appropriate strategies to generate persuasive text. (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups, identifying information from print sources)
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Persuasive Writing
1.4.8	Develops a cohesive piece that contains engaging introduction, an appropriate body that reinforces the reader's position, and a conclusion that reinforces the thesis statement and the original position.
1.4.9	Arranges information within each paragraph in a logical and effective sequence to persuade the reader. (typically 5-8 sentences)
1.4.10	Selects appropriate transitions to connect ideas within and between paragraphs.
1.4.11	Selects vocabulary and figurative language that conveys a particular tone and personality. (e.g. humor, suspense, cynicism, sarcasm, originality, liveliness)
1.4.12	Uses language that is appropriate for persuasive writing and easy for the audience to understand.
1.4.13	Practices using words that are suitable, precise, and create imagery. (e.g. specific nouns, powerful verbs, vivid modifiers)
1.4.14	Varies sentence structures and lengths to make the reading pleasant and natural. (e.g. simple, compound, complex, compound-complex)
1.4.15	Creates a variety of sentence beginnings that build upon previous sentences and guide the reader from one sentence to another.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Persuasive Writing
1.4.16	Discriminates between the effective and ineffective use of sentence fragments.
1.4.17	Includes convincing dialogue, if appropriate.
1.4.18	Punctuates accurately. (e.g hyphens, dashes, ellipsis).
1.4.19	Uses correct grammar and usage, which may be manipulated for stylistic effect and that contributes to clarity.
1.4.20	Spells familiar and most unfamiliar words correctly and uses available resources. (e.g. dictionary, spell check)
1.4.21	Uses correct paragraph divisions to reinforce the organizational structure of the text.