The benchmark(s) of focus is the primary focus for student learning and instruction to be taught or reinforced and provides an intentional opportunity for students to work with that concept or skill.
ELA.K.C.1.4
Using a combination of drawing, dictating, and/or writing, provide factual information about a topic.
Clarifications:
Clarification 1: The product can be written, drawn, dictated, or a combination of all.
Clarification 2: Some opinion can be added to the information, but it should mostly be factual. It is important that students understand the difference between writing to explain and writing to express an opinion.
Clarification 3: See Writing Types.
ELA.K.R.1.1
Describe the main character(s), setting, and important events in a story.
Clarifications:
Clarification 1: In describing the main character, students can describe appearance, actions, feelings, and thoughts of the character. Students will explain what in the text their description is based on.
Clarification 2: For setting, students will discuss where the events of the story are happening. The time element of setting should only be addressed in texts where it is explicitly indicated.
Clarification 3: Descriptions can be oral, either in response to a question or through discussion.
Supporting benchmarks either make a connection or may help students achieve the focus benchmark(s) and increase students’ opportunities to make connections within the subject or to other subjects. The information included in this section is not a comprehensive list, and educators are encouraged to find other supporting benchmarks.
ELA.K.F.1.4
Recognize and read with automaticity grade-level high frequency words.
Clarifications:
Clarification 1: See Dolch and Fry word lists. Clarification 2: Many of the high frequency words at this grade level are either irregularly spelled and therefore not decodable or are temporarily irregular, meaning that students have not yet learned the phonics rule that would enable them to decode the word. Those words that are decodable should be introduced to students using appropriate phonics rules. See K.F.1.3. Students will read grade-level appropriate high frequency words, decodable or not, with automaticity.
ELA.K.R.3.2
Retell a text orally to enhance comprehension:Use main character(s), setting, and important events for a story...
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
ELA.K.V.1.2
Ask and answer questions about unfamiliar words in grade-level content.
ELA.K12.EE.1.1
Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.