Reading and Literature Grade Cluster Benchmarks

1. RANGE: Read a range of literary and informative texts for a variety of purposes.
   • K-1
     • Read narrative and informative texts.
     • Read for enjoyment and to gain information.
     • Read and follow simple directions to perform tasks.
   • 2-3
     • Read both fiction and nonfiction.
     • Read for enjoyment and to gain information.
     • Read and apply information and directions to perform tasks.
   • 4-5
     • Read a variety of genres.
     • Read for literary experience and to develop aesthetic appreciation.
     • Read to research a topic.
     • Read information and instructions to perform tasks and solve problems.
   • 6-8
     • Read a broad range of traditional, contemporary, and young adult texts across genres.
     • Read to understand human experience and the range of choices and possibilities in life.
     • Read to research an inquiry question, theme or hypothesis, using technological and traditional informational resources.
     • Read to solve problems and perform functional tasks (e.g., bus schedules, consumer information, instructions, directions)
2. COMPREHENSION PROCESSES: Use strategies within the reading processes to construct meaning.
   • K-1
     • Make reasonable predictions about what will happen in a story.
     • Draw on personal experiences and prior knowledge to comprehend text.
     • Select and organize information to tell a story.
   • 2-3
     • Make conscious connections between prior knowledge and text while reading to construct meaning.
     • Verify and clarify ideas by referring to text.
     • Recognize breakdowns in comprehension and repair these breakdowns by rereading, asking questions, and seeking clarification.
     • Relate critical facts and details in narrative or informational text to comprehend text.
   • 4-5
     • Infer ideas from text.
     • Modify initial interpretations in light of new information and prior experience.
     • Recognize breakdowns in comprehension and repair these breakdowns by asking questions, seeking clarification, and summarizing.
     • Integrate important information gathered from a long passage or text to interpret meaning.
   • 6-8
     • Use strategies for constructing meaning that include annotating, interpreting, connecting, and analyzing.
     • Revise interpretations in light of new information from reading, prior knowledge, and discussion with others.
     • Interpret text(s) from multiple perspectives (e.g., historical, cultural, gender, political)
     • Evaluate and synthesize information within and across texts.
3. CONVENTIONS and SKILLS: Apply knowledge of the conventions of language and texts to construct meaning.
   • K-1
     • Share knowledge and the foundations of literacy - concepts about print, phonemic awareness, experience with text - when reading text.
     • Apply letter knowledge, spelling-sound word recognition strategies, and meaning-based strategies to decode unknown words in text.
     • Demonstrate increased fluency, including the ability to read frequently occurring words by sight.
   • 2-3
     • Demonstrate fluent reading of grade-appropriate texts, applying spelling-sound word recognition strategies and meaning-based word recognition strategies as appropriate.
     • Apply knowledge of suffixes, prefixes, and word parts as meaningful cues to words.
     • Apply knowledge of fiction and nonfiction genres to understand text.
   • 4-5
     • Use knowledge of story elements (e.g., character, setting, mood, incident, structure) to interpret text.
     • Differentiate between literal and figurative language and infer appropriate meaning when reading.
   • 6-8
     • Apply knowledge of genres conventions to analyze and interpret texts.
     • Apply knowledge of figurative language and symbols to analyze and interpret texts.
4. RESPONSE: Respond to texts from a range of stances: initial understanding, personal, interpretive, critical.
   • K-1
     • Identify favorite part of story and give reasons for choice.
     • Share information from text.
     • Interpret text through dramatization, writing, or art.
   • 2-3
     • Relate information and events in text to own ideas and life experiences.
     • State the important ideas from reading and identify a theme or generalization.
     • Interpret texts in a variety of ways (e.g., writing, drama, art, media) 
   • 4-5
     • State the important ideas and interpret author's message, theme, or generalization.
     • Compare own ideas with ideas in text, and analyze similarities and differences.
     • Demonstrate a critical response by representing text in another form, genre, or medium. 
   • 6-8
     • Support own interpretation of imagery, plot, and character.
     • Support a conclusion or response based on facts, ideas, and/or argument within the text, and between texts.
     • Respond to text critically by analyzing the author's craft and message. 
5. ATTITUDES and ENGAGEMENT: Demonstrate confidence as readers, and find value and satisfaction in reading and sharing reading experiences with others.
   • K-1
     • Read on one's own for enjoyment.
     • Identify favorite books.
     • Share reading experiences with others.
   • 2-3
     • Identify favorite genres and topics for reading.
     • Read voluntarily for own purposes.
     • Share reading with others. 
   • 4-5
     • Indicate preferences of reading materials and authors.
     • Read more about a topic on one's own and for own purposes.
   • 6-8
     • Engage intellectually with texts - think divergently, visualize characters or scenes, express opinions, raise questions. 
6. DIVERSITY: Interact thoughtfully with texts that represent diversity in language, perspective, and/or culture.
   • K-1
     • Read about others from different cultures to gain perspectives different from own.
   • 2-3
     • Share in the experiences of others from different cultures through reading and discussion.
   • 4-5
     • Interact thoughtfully with each other about texts that represent diverse perspectives.
   • 6-8
     • Identify stereotypes in texts.
     • Identify cultural values and multiple perspectives in texts. 

Writing Grade Cluster Benchmarks

1. RANGE: Write using various forms to communicate for a variety of purposes and audiences.
   • K-1
     • Write thoughts and ideas using different forms (e.g., stories, journals, letters).
     • Write to communicate thoughts and ideas with others.
   • 2-3
     • Write using different forms (e.g., stories, poems, reports, correspondences)
     • Write for self and others about familiar topics and topics of interest.
   • 4-5
     • Write using forms appropriate to purpose and topic.
     • Write to create understanding of ideas and information for self.
     • Write to communicate information, express opinions, and influence others.
   • 6-8
     • Write using forms appropriate to purpose and topic.
     • Write to reflect on learning (e.g., learning log, journal).
     • Write to communicate and report information from research.
     • Write for literary response and expression.
2. COMPOSING PROCESS: Use writing processes and strategies appropriately and as needed to construct meaning and communicate effectively.
   • K-1
     • Identify topics for writing by drawing from personal experiences and experiences with texts.
     • Generate ideas by using strategies such as drawing, role playing, and talking.
     • Expand writing by adding simple details.
     • Share writing with others.
   • 2-3
     • Use strategies - mapping, brainstorming, reading, and talking - to focus a topic, generate ideas, and keep the writing flowing.
     • Read own writing to check for meaning and rewrite, add, or delete words or ideas to make writing clearer.
     • Share writing at various stages (e.g., drafting, revising, editing, publishing).
   • 4-5
     • Include information from people and texts in writing.
     • Use feedback from others to revise and edit writing.
     • Revise and edit writing as needed (e.g., inserting information, refocusing the topic, reordering text, finding a better word, correcting errors in conventions.
     • Use knowledge of the qualities of good writing to improve own writing.
     • Publish - in a variety of ways - selected finished products.
   • 6-8
     • Adapt writing processes to the task and the needs of the writer.
     • Develop and support a thesis or stance using information from a variety of sources.
     • Discuss own writing with others to gain readers' perspectives.
     • Revise writing to improve organization, sharpen focus, and refine language, and edit writing to make it clear and correct.
     • Evaluate own writing, using criteria based on qualities of good writing, to improve writing.
     • Publish - in a variety of ways - selected finished products.
3. CONVENTIONS and SKILLS: Apply knowledge and understanding of the conventions of language and research when writing.
   • K-1
     • Apply knowledge of print conventions, sound symbol relations, and sentence sense in writing.
     • Apply knowledge of punctuation and use capitals and periods correctly in writing.
   • 2-3
     • Follow standard conventions in spelling common words, using simple punctuation, and constructing basic sentences.
   • 4-5
     • Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors.
     • Cite sources used in gathering information.
   • 6-8
     • Demonstrate a good grasp of conventions in increasing complex writing.
     • Attribute research information.
4. RHETORIC: Use rhetorical devices to craft writing appropriate to audience and purpose.
   • K-1 Produce writing that
     • Communicates meaning to a reader(s).
     • Uses description and details to convey meaning.
     • Shows a rudimentary sense of form.
     • Shows the writer's involvement with the text.
   • 2-3 Produce writing that
     • Communicates meaning to a reader(s).
     • Elaborates meaning with details, descriptions, and information from different sources.
     • Has a form or structure that gives the writing a sense of completeness.
     • Uses a voice that reveals a unique writer.
   • 4-5 Produce writing that
     • Conveys meaning, provides important information, makes a point, fulfills a purpose.
     • Has a form or structure where the parts add up to a coherent whole.
     • Uses language that is clear, colorful, and natural.
     • Reveals the writer's developing voice and style.
   • 6-8 Produce writing that
     • Reveals new insights about a topic (e.g., goes beyond the obvious and predictable).
     • Has a structure that is appropriate to purpose within paragraphs and the overall structure.
     • Uses language that is precise, vivid, and clear.
     • Has voice and style that reveals the unique writer and speaks to the reader(s).
5. ATTITUDES AND ENGAGEMENT: Demonstrate confidence as writers, and find value and satisfaction in writing and sharing writing with others.
   • K-1
     • Enjoy sharing writing with others.
   • 2-3
     • Write voluntarily for own purposes.
     • Willing to show what one knows about writing.
   • 4-5
     • Writes readily for a variety of purposes on a range of topics.
   • 6-8
     • Know what quality looks like and set high expectations for own writing.
6. DIVERSITY: Understand diversity in language, perspective, and culture in order to craft texts that represent diverse thinking and expression.
   • K-1
     • Draw, tell, and write about experiences from own personal and cultural backgrounds.
   • 2-3
     • Writes stories or accounts about personal and cultural experiences.
   • 4-5
     • Writes from perspectives of own cultural background.
   • 6-8
     • Write from perspectives of culture that go beyond visible markers of differences - speech, dress, food, customs - to deeper analysis of similarities and differences.

Oral Communication Grade Cluster Benchmarks

1. RANGE: Communicates orally using various forms - interpersonal, group, and public - for a variety of purposes and situations.
   • K-1
     • Make greetings, introductions, and maintain a conversation using social conventions.
     • Give and receive oral information, directions, explanations.
     • Participate in dramatic and interpretive oral activities (i.e., role playing, puppetry, choral reading).
   • 2-3
     • Interact with others to obtain information, share ideas, express opinion.
     • Participate in groups to complete a task, solve a simple problem, or share ideas.
     • Give a simple speech to share information with peers.
     • Participate in dramatic and interpretive oral activities (e.g., storytelling, choral reading, reader's theater).
   • 4-5
     • Participate in groups to exchange ideas, explore issues, solve a problem, or complete a project.
     • Give informal speeches to inform or persuade on a topic of interest to self and audience.
     • Participate in dramatic and interpretive oral activities (e.g., media presentation, oral interpretation, reader's theater).
   • 6-8
     • Participate in interviews for a variety of purposes.
     • Participate in groups to solve problems, analyze issues, and make reasoned decisions.
     • Give a speech to a familiar audience on a researched topic to inform and/or persuade.
2. COMMUNICATION PROCESSES: Use strategies within speaking and listening processes to construct and communicate meaning.
   • K-1
     • Demonstrate give and take in communication, and respond appropriately to what is said.
     • Ask questions for clarification.
     • Listen attentively by focusing attention on a speaker's message.
   • 2-3
     • Initiate and respond to messages to promote understanding.
     • Know when one is not understood, and ask specific questions or restate messages to make communication clearer.
     • Develop a clear understanding of message when listening by identifying and remembering main points.
   • 4-5
     • Use feedback to clarify, adjust, change, continue, or stop communication.
     • Monitor understanding by paraphrasing, summarizing, and checking perceptions.
     • Create mental pictures, sequence ideas, and find purpose when listening, to understand and remember key ideas.
     • Listen critically for supporting evidence, separating fact from opinion.
   • 6-8
     • Interpret feedback and adjust ideas, language, and delivery to promote understanding.
     • Use strategies to prevent or repair communication breakdowns caused by misunderstandings.
     • Adapt listening behaviors to accommodate the e listening situation.
     • Accept ideas on a tentative basis and suspend judgment until all ideas have been considered.
3. CONVENTION and SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively.
   • K-1
     • Speak clearly and expressively using verbal and nonverbal language (e.g., eye contact, facial expression, vocal variety, and gestures).
     • Adjust language (e.g., pronunciation and grammar) to be understood.
   • 2-3
     • Speak clearly and expressively using nonverbal language to complement and enhance verbal messages.
     • Use standard English pronunciation and grammar when speaking to be understood.
   • 4-5
     • Apply knowledge of verbal and nonverbal language to create and interpret messages.
     • Apply knowledge of standard English pronunciation and grammar to be understood.
   • 6-8
     • Use language appropriate to audience and situation.
     • Use pronunciation and grammar appropriate to audience, purpose, and situation.
4. RHETORIC: Adapt messages appropriate to audience, purpose, and situation.
   • K-1
     • Use examples and explanations to make ideas clearer.
     • Present ideas in an order that is easy to follow.
     • Use clear language.
     • Deliver messages using appropriate volume, eye contact, and gestures.
   • 2-3
     • Support ideas with information and details.
     • Organize ideas so listeners can understand them.
     • Use language that conveys the intended message.
     • Adjust volume, eye contact and gestures to audience and situation.
   • 4-5
     • Support ideas with research information as well as personal experience and knowledge.
     • Organize ideas to give clarity to messages.
     • Use language that is clear and understood by the listener(s).
     • Use delivery appropriate to audience and situation.
   • 6-8
     • Use facts, information, and ideas from research and own experience that take into account the knowledge and experience of listeners.
     • Organize ideas logically to reflect reasoning.
     • Demonstrate a wide range of expressions to convey an idea.
     • Adjust delivery to purpose, message, and audience.
5. ATTITUDES and ENGAGEMENT: Demonstrate confidence as communicators, and find value and satisfaction in sharing ideas with others.
   • K-1
     • Show willingness to initiate and/or engage in oral activities with others.
   • 2-3
     • Demonstrate a positive attitude toward speaking that enables one to become an active participant.
   • 4-5
     • Demonstrate confidence in speaking situations that enables one to become an active participant.
   • 6-8
     • Demonstrate poise and confidence when speaking in a variety of situations.
6. DIVERSITY: Understand diversity in language, perspective, and/or culture and use speaking and listening to foster understanding.
   • K-1
     • Experience diverse cultures through the sharing of ideas with others.
   • 2-3
     • Show awareness of diverse cultures through the sharing of ideas.
   • 4-5
     • Know that cultural differences may affect communication and accept shared responsibility for understanding.
   • 6-8
     • See beyond stereotypes and use language that describes, not labels.