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: ante-, counter-, dys-, hyper-, inter-, intra-/intro-, micro-, pseudo-, trans-
	▲Suffixes: -hood, -ic, -ify/-if, -logy, -ure
	▲Roots: anthrop, belli, brev, cred, culpa, derm, duc.duct, ego, fac, jud/jur/jus, luc/lum, mega, ocu, ortho, poly, rect, the/theo, urb, vac, vir, 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 bulle	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 and evaluates how authors use text structure to help achieve their purposes.	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
	q      Use of literary devices
	q      Thoroughness of supporting evidence
1.4.8	pExplains and analyzes 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, clearly preserving
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	pAnalyzes and evaluates how an author's style (word choice, sentence structure) and use of literary devices work together to achieve his or her purpose for writing text. (See also 2.1.5)
	▲Foreshadowing
	▲Flashback
	▲Irony
	▲Symbolism
	▲Tone
	▲Mood
	▲Satire
	▲Imagery
	▲Point of view
	▲Allusion
	▲Overstatement
	▲Paradox
	▲Dialogue
1.4.14	pIdentifies the author's position in a persuasive text, describes techniques the author uses to support that position, and/or evaluates the effectiveness of techniques or the credibility of the information provided.	Persuasive Techniques
	▲Bandwagon approach
	▲Glittering generalities
	▲Testimonials
	▲Citing authority
	▲Citing statistics
	▲Appeals to reason or emotion
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Comprehension
1.4.15	pDistinguishes between fact and opinion and recognizes propaganda (advertising, media, politics, warfare), bias, and stereotypes.
Literary Elements	The student uses literary concepts to interpret and respond to text.
2.1.1	p Characters: Idenitifies and describes different types of characters and analyzes the development of characters.
	pProtagonist	Character Graphic Organizers
	pAntagonist
	pRound
	pFlat
	pStatic
	pDynamic
2.1.2	p Setting: Analyzes the historical, social, and cultural contextual aspects of the setting and their influence on the characters and plot.	Setting Graphic Organizer
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Literary Elements
2.1.3	p Plot: Analyzes and evaluates how the author uses various plot elements to advance the plot and make connections between events.	Plot Mountain Graphic Organizer
	pProblem or conflict	Literature Resources Website
	pClimax	Literacy Matters Website
	pResolution	Books by Theme for MS & HS website
	pRising action	Themes and Literature Circles Website
	pFalling action	Planning a Themed Unit
	pSubplots
	pParallel episodes
2.1.4	Theme: Analyzes themes, tone, and the author's point-of-view across a variety of literary works and genres.
	qUses textual evidence as support
	qConsiders audience and purpose
2.1.5	Literary Devices: Identifies and evaluates the use of literary devices. (See also 1.4.11)	Literary Devices Graphic Organizers
	pForeshadowing
	qFlashback
	qIrony
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
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	Composes a written piece with plot elements and also experiments with point of view and various narrative techniques.	Writing Prompts: Descriptive, Narrative, Expository, and Persuasive
1.1.2	Selects and uses (1) personal experience (2) observations (3) prior knowledge in written text.
1.1.3	Writes from experiences and relies on detailed insight, a sense of how events unfold, and how people respond to life and to one another.	Six Trait Websites
1.1.4	Analyzes and understands implications and consequenses of plagiarism. (e.g. ethical, legal, professional)
1.1.5	Applies appropriate strategies to generate narrative text. (e.g. brainstorming, listing, webbing, working in pairs or cooperative groups and identifying information from print sources)	Write It Scholastic Website
1.1.6	Writes a piece with an inviting introduction, appropriate body, and satisfying conclusion that leaves the reader with a sense of resolution.	Essay / Paragraph Organizer
1.1.7	Selects varied transitions to connect ideas within and between paragraphs in the writing piece.
1.1.8	Selects vocabulary and figurative language that conveys a particular tone and personality. (e.g. humor, suspense, originality, and liveliness)
1.1.9	Incorporates words that are precise and suitable for narrative writing, which create appropriate imagery. (e.g. explicit nouns, vivid verbs, natural modifiers)
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Narrative Writing
1.1.10	Manages vocabulary particular to the topic and provides ease of understanding.
1.1.11	Uses a variety of sentence structures and lengths.
1.1.12	Creates a variety of engaging sentence beginnings that relate to and build upon previous sentences and moves the reader easily through the text.
1.1.13	Uses fragments only for stylistic effect.
1.1.14	Composes and selectively uses dialogue for effect and style.
1.1.16	Uses correct mechanics and punctuation to guide the reader through the text.
1.1.17	Uses correct grammar and usage, which may be manipulated for stylistic effect and may contribute 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 a thesis statement based upon at least one main idea in response to a prompt.	Expository Graphic Organizers
1.2.2	Clearly defines the main idea by selecting relevant, logical details that meet the reader's informational needs.
1.2.3	Selects and uses (1) personal experience (2) observations (3) prior knowledge (4) research to meet the reader's needs and to create appropriate point of view.
1.2.4	Expresses information in own words and uses appropriate organization, grammar, word choice, and tone sufficient to the audience.
1.2.5	Analyzes and understands implications and consequences of plagiarism. (e.g. ethical, legal, professional)
1.2.6	Cites references for all sources of information and includes summarized and paraphrased ideas from other authors.
1.2.7	Constructs a bibliography with a standard style of format. (e.g. MLA, APA, etc.).
1.2.8	Applies 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	Writes a cohesive piece that includes (1) an introduction that draws the reader in (2) a body that provides information through the logical placement of facts and data (3) a conclusion that reinforces the thesis statement and leaves the reader with a sens
1.2.10	Arranges information within each paragraph in a logical and effective sequence to meet the reader's informational needs.
1.2.11	Uses appropriate transitions to connect ideas within and between paragraphs.
1.2.12	Selects vocabulary and figurative language that convey a particular tone and personality. (e.g. humor, suspense, originality, liveliness)
1.2.13	Incorporates words that are precise and suitable for expository writing that create appropriate imagery. (e.g. Explicit nouns, vivid verbs, natural modifiers)
1.2.14	Manages specialized vocabulary particular to the subject/topic to provide ease of understanding.
1.2.15	Uses a variety of sentence structures and lengths to make 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 engaging sentence beginnings that relate to builds upon previous sentences to move the reader easily through the text.
1.2.17	Uses fragments only for stylistic effect.
1.2.19	Uses correct mechanics and punctuation to guide the reader through the text.
1.2.20	Uses correct grammar and usage, which may be manipulated for stylistic effect and may contribute 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 and consequences of plagiarism. (e.g. ethical, legal, professional)
1.3.4	Cites references for all sources of information and includes summarized and paraphrased ideas from other authors.
1.3.5	Constructs a bibliography with a standard style of format. (e.g. MLA, APA, etc.)
1.3.6	Applies 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 a logical and effective sequence to meet the reader's informational needs.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Technical Writing
1.3.8	Composes a comprehensive piece with a constructive introduction, a relevant or sequential body, and a suitable conclusion.
1.3.9	Uses 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, complex reports, directions, graphics, brochures, electronic presentations, newsletters, memos, job searches, fliers, e-mails, Web pages, pictorials)
1.3.11	Writes with authority so the voice is not distracting.
1.3.12	Selects words that convey the writer's message clearly, precisely, and professionally. (e.g. technical terms, jargon)
1.3.13	Selects words that consider appropriate connotation for the intended task/format. (e.g. persuasive, if persuading; informational, if informing, etc.)
1.3.14	Writes compact sentences or phrases that make the point clear.
1.3.15	Punctuates correctly.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Technical Writing
1.3.16	Uses correct grammar and usage, which may be manipulated for stylistic effect and contributes to clarity.
1.3.17	Spells words correctly and uses available resources. (e.g. dictionary, spell check)
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	Selects and uses (1) personal experience (2) observations (1) 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 and differentiates details necessary to expand the main topic in a balanced format to support the writer's position.
1.4.4	Anticipates the reader's question(s) and provides balance with a counter-argument.
1.4.5	Builds a focused argument that uses logical thinking and appeals to reason, authority, and/or emotion.
1.4.6	Analyzes and understands implications and consequences of plagiarism. (e.g. ethical, legal, professional)
1.4.7	Applies 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	Writes a cohesive piece that includes (1) an introduction that engages the reader (2) an appropriate body that reinforces the writer's position through the logical placement of evidence (3) a conclusion that reinforces the thesis statement and the origina
1.4.9	Arranges information within each paragraph in a logical and effective sequence to persuade the reader. (typically 5 or more)
1.4.10	Uses 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	Incorporates words that are precise, suitable for persuasive writing, and create imagery. (e.g. specific nouns, powerful verbs, vivid modifiers)
1.4.14	Uses a variety of sentence structures and lengths to make the reading pleasant and natural.
STATE BENCHMARK	CONCEPT/SKILL KS INDICATORS	TEACHERS RESOURCES/EXAMPLES	STUDENT ACTIVITIES, PRODUCTS, ASSESSMENTS
Persuasive Writing
1.4.15	Creates a variety of engaging sentence beginnings that relate to and build upon previous sentences that move the reader easily through the subject matter.
1.4.16	Uses fragments only for stylistic effect.
1.4.17	Includes convincing dialogue, if appropriate.
1.4.18	Punctuates correctly to easily guide the reader through the text.
1.4.19	Uses correct grammar and usage, which may be manipulated for stylistic effect, which may contribute to clarity.
1.4.20	Spells 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.