Dear Colleagues,
When I taught general education (which I did for thirteen years) I often wondered what my students worked on when they left my class for different pull out programs. With that in mind, I wanted to take a few minutes to touch base with both schools to update you on the first half of the school year. What we do in the Gifted Program is mainly geared around project based learning or constructivism, which basically means that the students generate knowledge and understanding from their experiences. With those principles in mind, I do what I can to construct projects in such away that a multitude of cross curriculum skills are covered. Many of these skills exceed The State of Florida’s Framework for the K-12 Gifted Learners and National Educational Technology Standards (NETS) and Performance Indicators for Students. To paint a better picture of this concept, I took the time to briefly describe each project and include a list those grade level standards worked on during your students time in Gifted.
Primary Students (1st/2nd Grade)-"Germs Make Us Sick"
In our unit “Germs Make Us Sick” and did some reading about the things that make us sick. During this time we, also conducted a science experiment in which we followed the scientific process. This process is followed by scientists and students while they work on their science projects. Our question was: We WONDER which would cause bacteria to grow less quickly, the medium of chicken broth, salt, or vinegar. Please feel free to check out our website for pictures and results from this experiment.
Throughout this project these student covered a multitude of reading, writing and listening,viewing and speaking skills as they conducted research on the subject.
Reading:
* Benchmark LA.A.1.1.1. The student predicts what a passage is about based on its title and illustrations.
* Benchmark LA.A.1.1.2. The student identifies words and constructs meaning from text, illustrations, graphics, and charts using the strategies of phonics, word structure, and context clues.
* Benchmark LA.A.1.1.3. The student uses knowledge of appropriate grade-, age-, and developmental-level vocabulary in reading.
* Benchmark LA.A.1.1.4. The student increases comprehension by rereading, retelling, and discussion.
* Benchmark LA.A.2.1.1. The student determines the main idea or essential message from text and identifies supporting information.
* Benchmark LA.A.2.1.2. The student selects material to read for pleasure.
* Benchmark LA.A.2.1.3. The student reads for information to use in performing a task and learning a new task.
* Benchmark LA.A.2.1.4. The student knows strategies to use to discover whether information presented in a text is true, including asking others and checking another source.
* Benchmark LA.A.2.1.5. The student uses simple materials of the reference system to obtain information.
Writing:
* Benchmark LA.B.1.1.1. The student makes a plan for writing that includes a central idea and related ideas.
* Benchmark LA.B.1.1.2. The student drafts and revises simple sentences and passages, stories, letters, and simple explanations that: express ideas clearly; show an awareness of topic and audience; have a beginning, middle, and ending; effectively use common words; have supporting detail; and are in legible printing.
Benchmark LA.B.1.1.3. The student produces final simple documents that have been edited for: correct spelling; appropriate end punctuation; correct capitalization of initial words, “I,” and names of people; correct sentence structure; and correct usage of age-appropriate verb/subject and noun/pronoun agreement.
* Benchmark LA.B.2.1.1. The student writes questions and observations about familiar topics, stories, or new experiences.
* Benchmark LA.B.2.1.2. The student uses knowledge and experience to tell about experiences or to write for familiar occasions, audiences, and purposes.
* Benchmark LA.B.2.1.3. The student uses basic computer skills for writing, such as basic word-processing techniques such as keying words, copying, cutting, and pasting; using e-mail; accessing and using basic educational software for writing.
* Benchmark LA.B.2.1.4. The student composes simple sets of instructions for simple tasks using logical sequencing of steps.
Listening/ Reading and Viewing:
* Benchmark LA.C.1.1.1. The student listens for a variety of informational purposes, including curiosity, pleasure, getting directions, performing tasks, solving problems, and following rules.
* Benchmark LA.C.1.1.2. The student recognizes personal preferences in listening to literature and other material.
* Benchmark LA.C.1.1.3. The student carries on a conversation with another person, seeking answers and further explanations of the other’s ideas through questioning and answering.
* Benchmark LA.C.1.1.4. The student retells specific details of information heard, including sequence of events.
* Benchmark LA.C.3.1.1. The student speaks clearly and at a volume audible in large- or small-group settings.
* Benchmark LA.C.3.1.2. The student asks questions to seek answers and further explanation of other people’s ideas.
* Benchmark LA.C.3.1.3. The student speaks effectively in conversations with others.
* Benchmark LA.C.3.1.4. The student uses eye contact and simple gestures to enhance delivery.
3rd Grade Stop Girl Bullying Project
The students completed their Challenge Based Learning and
Help Stop Girl Bullying Project. These girls collected data for their project by first creating a survey for our fourth and fifth grade all girl classes to complete. Then, they wrote questions and used the iPods to conduct interviews with adult women on campus about the subject of girl bullying. Along with those things, they also did some research online about what others were doing to help solve the
problem. Finally, for their solution, the girls decided to write The Stop Girl Bullying Pledge for girls on Oneco's Campus to take and sign. Then, the girls decided to take that pledge and turn it into a Public Service Announcement and invitation for more girls to take the pledge. We have plans to burn this and send it to EDTV, which is District of Manatee Schools Education Channel.
I told the girls that we needed a way to measure if their pledge was make a
difference. So, after a long discussion, the girls came up with a brief two
question survey for each teacher to take before the pledge is presented
and again two weeks after the pledge was taken. We had a fourth grade
and a fifth grade all girls class take the surveys earlier in our project so we
decided to test our pledge out with them first. This process has not yet
begun, and please check out their wiki later for those results.
On a side note, these girls were invited to present their project to a 3rd
grade class at Braden River Elementary (another school in the District) via
video conference. So, on December 10th, we met with Connie Dixon's 3rd
graders via Connect Ed Pro and spent about thirty minutes chatting about
this project and ePortfolio. A good time was had by all! Thanks to Dawn
Howard, an Instructional Technologist, a recording was made of this chat
and that link too can be found on our wiki under solution. We would like to
apologize in advance for the poor picture quality. Due to other activities on
campus, our network was running a bit slow and caused some distortion.
Deepest thanks to Dawn Howard, Becky Phillips, Connie Dixon and her
class for making this a possibility.
For more information on Challenge Based Learning, please feel free
to check out their website at http://ali.apple.com/cbl/.
Florida 3rd Grade Language Arts Benchmarks
Writing
* Benchmark LA.B.1.2.1. The student prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing.
* Benchmark LA.B.1.2.2. The student drafts and revises writing in cursive that: focuses on the topic; has a logical organizational pattern, including a beginning, middle, conclusion, and transitional devices; has ample development of supporting ideas; demonstrates a sense of completeness or wholeness; demonstrates a command of language including precision in word choice; generally has correct subject/verb agreement; generally has correct verb and noun forms; with few exceptions, has sentences that are complete, except when fragments are used purposefully; uses a variety of sentence structures; and generally follows the conventions of punctuation, capitalization, and spelling.
* Benchmark LA.B.1.2.3. The student produces final documents that have been edited for: correct spelling; correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks; correct capitalization of proper nouns; correct paragraph indentation; correct usage of subject/ verb agreement, verb and noun forms, and sentence structure; and correct formatting according to instructions.
* Benchmark LA.B.2.2.1. The student writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media.
* Benchmark LA.B.2.2.3. The student writes for a variety of occasions, audiences, and purposes.
Listening Viewing and Speaking
* Benchmark LA.C.1.2.1. The student listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, informational speeches.
* Benchmark LA.C.1.2.3. The student carries on an extended conversation with a group of friends.
* Benchmark LA.C.1.2.5. The student responds to speakers by asking questions, making contributions, and paraphrasing what is said.
Language
* Benchmark LA.D.1.2.2. The student understands that language formality varies according to situations and audiences.
* Benchmark LA.D.2.2.1. The student understands that word choices can shape reactions, perception, and beliefs.
* Benchmark LA.D.2.2.4. The student selects and uses appropriate technologies to enhance efficiency and effectiveness of communication.
Reading
* Benchmark LA.A.1.2.3. The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.
* Benchmark LA.A.1.2.4. The student clarifies understanding by rereading, self-correction, summarizing, checking other sources, and class or group discussion.
* Benchmark LA.A.2.2.8. The student selects and uses a variety of appropriate reference materials, including multiple representations of information, such as maps, charts and photos, to gather information for research projects.
Florida 3rd Grade Math Benchmarks
* Benchmark MA.E.1.2.1. The student solves problems by generating, collecting, organizing, displaying, and analyzing data using histograms, bar graphs, circle graphs, line graphs, pictographs, and charts.
* Benchmark MA.E.1.2.2. The student determines range, mean, median, and mode from sets of data.
* Benchmark MA.E.1.2.3. The student analyzes real-world data to recognize patterns and relationships of the measures of central tendency using tables, charts, histograms, bar graphs, line graphs, pictographs, and circle graphs generated by appropriate technology, including calculators and computers.
* Benchmark MA.E.3.2.1. The student designs experiments to answer class or personal questions, collects information, and interprets the results using statistics (range, mean, median, and mode) and pictographs, charts, bar graphs, circle graphs, and line graphs.
* Benchmark MA.E.3.2.2. The student uses statistical data about life situations to make predictions and justifies reasoning.
Grades 4th-5th/Tara Intermediate-Navigate Your World
These students have continued spent the second quarter by learning basic geography as they prepare to begin geocaching and working on their projects for “ The Navigate Your World Project”. Honestly, we had a bit more to learn than I had anticipated, but the students are doing very well. In December, we had Mac Aldrich who is an Instructional Technology Specialist and a Boy Scout Leader work with us on how to use a compass. By February 1st, these students will be out on campus geocaching and beginning the exciting projects and activities. I will do my best to keep things posted on our website about this exciting project and the students’ activities.
Social Studies
# Benchmark SS.B.1.2.1. The student: uses maps, globes, charts, graphs, and other geographic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns.
# Benchmark SS.B.1.2.2. The student: knows how regions are constructed according to physical criteria and human criteria.
# Benchmark SS.B.1.2.3. The student: locates and describes the physical and cultural features of major world political regions.
# Benchmark SS.B.1.2.4. The student: knows how changing transportation and communication technology have affected relationships between locations.
# Benchmark SS.B.1.2.5. The student: knows ways in which people view and relate to places and regions differently.
Reading
# Benchmark LA.A.1.2.1. The student: uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection.
# Benchmark LA.A.1.2.2. The student: selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues, to identify words and construct meaning from various texts, illustrations, graphics, and charts.
# Benchmark LA.A.1.2.3. The student: uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.
# Benchmark LA.A.1.2.4. The student: clarifies understanding by rereading, self- correction, summarizing, checking other sources, and class or group discussion.
Benchmark LA.A.2.2.1. The student: reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.
Benchmark LA.A.2.2.5. The student: reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task.
# Benchmark LA.A.2.2.7. The student: recognizes the use of comparison and contrast in a text.
# Benchmark LA.A.2.2.8. The student: selects and uses a variety of appropriate reference materials, including multiple representations of information, such as maps, charts and photos, to gather information for research projects.
Writing
# Benchmark LA.B.1.2.1. The student: prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing.
# Benchmark LA.B.1.2.2. The student: drafts and revises writing in cursive that: focuses on the topic; has a logical organizational pattern, including a beginning, middle, conclusion, and transitional devices; has ample development of supporting ideas; demonstrates a sense of completeness or wholeness; demonstrates a command of language including precision in word choice; generally has correct subject/verb agreement; generally has correct verb and noun forms; with few exceptions, has sentences that are complete, except when fragments are used purposefully; uses a variety of sentence structures; and generally follows the conventions of punctuation, capitalization, and spelling.
# Benchmark LA.B.1.2.3. The student: produces final documents that have been edited for: correct spelling; correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks; correct capitalization of proper nouns; correct paragraph indentation; correct usage of subject/ verb agreement, verb and noun forms, and sentence structure; and correct formatting according to instructions.
# Benchmark LA.B.2.2.1. The student: writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media.
# Benchmark LA.B.2.2.2. The student: organizes information using alphabetical and numerical systems.
# Benchmark LA.B.2.2.3. The student: writes for a variety of occasions, audiences, and purposes.
# Benchmark LA.B.2.2.4. The student: uses electronic technology, including word- processing software and electronic encyclopedias, to create, revise, retrieve, and verify information.
Benchmark LA.B.2.2.6. The student: creates expository responses in which ideas and details follow an organizational pattern and are relevant to the purpose.
Listening Viewing and Speaking
# Benchmark LA.C.1.2.1. The student: listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, and informational speeches.
# Benchmark LA.C.1.2.2. The student: identifies specific personal listening preferences regarding fiction, drama, literary nonfiction, and informational presentations.
# Benchmark LA.C.1.2.3. The student: carries on an extended conversation with a group of friends.
# Benchmark LA.C.1.2.4. The student: listens attentively to the speaker, including making eye contact and facing the speaker.
# Benchmark LA.C.1.2.5. The student: responds to speakers by asking questions, making contributions, and paraphrasing what is said.
Benchmark LA.C.2.2.1. The student: determines main concept and supporting details in a nonprint media message.
# Benchmark LA.C.3.2.1. The student: speaks clearly at an understandable rate and uses appropriate volume.
# Benchmark LA.C.3.2.2. The student: asks questions and makes comments and observations to clarify understanding of content, processes, and experiences.
# Benchmark LA.C.3.2.3. The student: speaks for specific occasions, audiences, and purposes, including conversations, discussions, projects, and informational or imaginative presentations.
# Benchmark LA.C.3.2.4. The student: uses eye contact and gestures that engage the audience.
# Benchmark LA.C.3.2.5. The student: participates as a contributor and occasionally acts as a leader in a group discussion.
# Benchmark LA.C.3.2.6. The student: organizes a speech using a basic beginning, middle, and ending.
Finally, I would like to thank Oneco and Tara Elementary School's administration and staff for their constant support.
Primary Students (1st/2nd Grade)-"Germs Make Us Sick"
In our unit “Germs Make Us Sick” and did some reading about the things that make us sick. During this time we, also conducted a science experiment in which we followed the scientific process. This process is followed by scientists and students while they work on their science projects. Our question was: We WONDER which would cause bacteria to grow less quickly, the medium of chicken broth, salt, or vinegar. Please feel free to check out our website for pictures and results from this experiment.
Throughout this project these student covered a multitude of reading, writing and listening,viewing and speaking skills as they conducted research on the subject.
Reading:
* Benchmark LA.A.1.1.1. The student predicts what a passage is about based on its title and illustrations.
* Benchmark LA.A.1.1.2. The student identifies words and constructs meaning from text, illustrations, graphics, and charts using the strategies of phonics, word structure, and context clues.
* Benchmark LA.A.1.1.3. The student uses knowledge of appropriate grade-, age-, and developmental-level vocabulary in reading.
* Benchmark LA.A.1.1.4. The student increases comprehension by rereading, retelling, and discussion.
* Benchmark LA.A.2.1.1. The student determines the main idea or essential message from text and identifies supporting information.
* Benchmark LA.A.2.1.2. The student selects material to read for pleasure.
* Benchmark LA.A.2.1.3. The student reads for information to use in performing a task and learning a new task.
* Benchmark LA.A.2.1.4. The student knows strategies to use to discover whether information presented in a text is true, including asking others and checking another source.
* Benchmark LA.A.2.1.5. The student uses simple materials of the reference system to obtain information.
Writing:
* Benchmark LA.B.1.1.1. The student makes a plan for writing that includes a central idea and related ideas.
* Benchmark LA.B.1.1.2. The student drafts and revises simple sentences and passages, stories, letters, and simple explanations that: express ideas clearly; show an awareness of topic and audience; have a beginning, middle, and ending; effectively use common words; have supporting detail; and are in legible printing.
Benchmark LA.B.1.1.3. The student produces final simple documents that have been edited for: correct spelling; appropriate end punctuation; correct capitalization of initial words, “I,” and names of people; correct sentence structure; and correct usage of age-appropriate verb/subject and noun/pronoun agreement.
* Benchmark LA.B.2.1.1. The student writes questions and observations about familiar topics, stories, or new experiences.
* Benchmark LA.B.2.1.2. The student uses knowledge and experience to tell about experiences or to write for familiar occasions, audiences, and purposes.
* Benchmark LA.B.2.1.3. The student uses basic computer skills for writing, such as basic word-processing techniques such as keying words, copying, cutting, and pasting; using e-mail; accessing and using basic educational software for writing.
* Benchmark LA.B.2.1.4. The student composes simple sets of instructions for simple tasks using logical sequencing of steps.
Listening/ Reading and Viewing:
* Benchmark LA.C.1.1.1. The student listens for a variety of informational purposes, including curiosity, pleasure, getting directions, performing tasks, solving problems, and following rules.
* Benchmark LA.C.1.1.2. The student recognizes personal preferences in listening to literature and other material.
* Benchmark LA.C.1.1.3. The student carries on a conversation with another person, seeking answers and further explanations of the other’s ideas through questioning and answering.
* Benchmark LA.C.1.1.4. The student retells specific details of information heard, including sequence of events.
* Benchmark LA.C.3.1.1. The student speaks clearly and at a volume audible in large- or small-group settings.
* Benchmark LA.C.3.1.2. The student asks questions to seek answers and further explanation of other people’s ideas.
* Benchmark LA.C.3.1.3. The student speaks effectively in conversations with others.
* Benchmark LA.C.3.1.4. The student uses eye contact and simple gestures to enhance delivery.
3rd Grade Stop Girl Bullying Project
The students completed their Challenge Based Learning and
Help Stop Girl Bullying Project. These girls collected data for their project by first creating a survey for our fourth and fifth grade all girl classes to complete. Then, they wrote questions and used the iPods to conduct interviews with adult women on campus about the subject of girl bullying. Along with those things, they also did some research online about what others were doing to help solve the
problem. Finally, for their solution, the girls decided to write The Stop Girl Bullying Pledge for girls on Oneco's Campus to take and sign. Then, the girls decided to take that pledge and turn it into a Public Service Announcement and invitation for more girls to take the pledge. We have plans to burn this and send it to EDTV, which is District of Manatee Schools Education Channel.
I told the girls that we needed a way to measure if their pledge was make a
difference. So, after a long discussion, the girls came up with a brief two
question survey for each teacher to take before the pledge is presented
and again two weeks after the pledge was taken. We had a fourth grade
and a fifth grade all girls class take the surveys earlier in our project so we
decided to test our pledge out with them first. This process has not yet
begun, and please check out their wiki later for those results.
On a side note, these girls were invited to present their project to a 3rd
grade class at Braden River Elementary (another school in the District) via
video conference. So, on December 10th, we met with Connie Dixon's 3rd
graders via Connect Ed Pro and spent about thirty minutes chatting about
this project and ePortfolio. A good time was had by all! Thanks to Dawn
Howard, an Instructional Technologist, a recording was made of this chat
and that link too can be found on our wiki under solution. We would like to
apologize in advance for the poor picture quality. Due to other activities on
campus, our network was running a bit slow and caused some distortion.
Deepest thanks to Dawn Howard, Becky Phillips, Connie Dixon and her
class for making this a possibility.
For more information on Challenge Based Learning, please feel free
to check out their website at http://ali.apple.com/cbl/.
Florida 3rd Grade Language Arts Benchmarks
Writing
* Benchmark LA.B.1.2.1. The student prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing.
* Benchmark LA.B.1.2.2. The student drafts and revises writing in cursive that: focuses on the topic; has a logical organizational pattern, including a beginning, middle, conclusion, and transitional devices; has ample development of supporting ideas; demonstrates a sense of completeness or wholeness; demonstrates a command of language including precision in word choice; generally has correct subject/verb agreement; generally has correct verb and noun forms; with few exceptions, has sentences that are complete, except when fragments are used purposefully; uses a variety of sentence structures; and generally follows the conventions of punctuation, capitalization, and spelling.
* Benchmark LA.B.1.2.3. The student produces final documents that have been edited for: correct spelling; correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks; correct capitalization of proper nouns; correct paragraph indentation; correct usage of subject/ verb agreement, verb and noun forms, and sentence structure; and correct formatting according to instructions.
* Benchmark LA.B.2.2.1. The student writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media.
* Benchmark LA.B.2.2.3. The student writes for a variety of occasions, audiences, and purposes.
Listening Viewing and Speaking
* Benchmark LA.C.1.2.1. The student listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, informational speeches.
* Benchmark LA.C.1.2.3. The student carries on an extended conversation with a group of friends.
* Benchmark LA.C.1.2.5. The student responds to speakers by asking questions, making contributions, and paraphrasing what is said.
Language
* Benchmark LA.D.1.2.2. The student understands that language formality varies according to situations and audiences.
* Benchmark LA.D.2.2.1. The student understands that word choices can shape reactions, perception, and beliefs.
* Benchmark LA.D.2.2.4. The student selects and uses appropriate technologies to enhance efficiency and effectiveness of communication.
Reading
* Benchmark LA.A.1.2.3. The student uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.
* Benchmark LA.A.1.2.4. The student clarifies understanding by rereading, self-correction, summarizing, checking other sources, and class or group discussion.
* Benchmark LA.A.2.2.8. The student selects and uses a variety of appropriate reference materials, including multiple representations of information, such as maps, charts and photos, to gather information for research projects.
Florida 3rd Grade Math Benchmarks
* Benchmark MA.E.1.2.1. The student solves problems by generating, collecting, organizing, displaying, and analyzing data using histograms, bar graphs, circle graphs, line graphs, pictographs, and charts.
* Benchmark MA.E.1.2.2. The student determines range, mean, median, and mode from sets of data.
* Benchmark MA.E.1.2.3. The student analyzes real-world data to recognize patterns and relationships of the measures of central tendency using tables, charts, histograms, bar graphs, line graphs, pictographs, and circle graphs generated by appropriate technology, including calculators and computers.
* Benchmark MA.E.3.2.1. The student designs experiments to answer class or personal questions, collects information, and interprets the results using statistics (range, mean, median, and mode) and pictographs, charts, bar graphs, circle graphs, and line graphs.
* Benchmark MA.E.3.2.2. The student uses statistical data about life situations to make predictions and justifies reasoning.
Grades 4th-5th/Tara Intermediate-Navigate Your World
These students have continued spent the second quarter by learning basic geography as they prepare to begin geocaching and working on their projects for “ The Navigate Your World Project”. Honestly, we had a bit more to learn than I had anticipated, but the students are doing very well. In December, we had Mac Aldrich who is an Instructional Technology Specialist and a Boy Scout Leader work with us on how to use a compass. By February 1st, these students will be out on campus geocaching and beginning the exciting projects and activities. I will do my best to keep things posted on our website about this exciting project and the students’ activities.
Social Studies
# Benchmark SS.B.1.2.1. The student: uses maps, globes, charts, graphs, and other geographic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns.
# Benchmark SS.B.1.2.2. The student: knows how regions are constructed according to physical criteria and human criteria.
# Benchmark SS.B.1.2.3. The student: locates and describes the physical and cultural features of major world political regions.
# Benchmark SS.B.1.2.4. The student: knows how changing transportation and communication technology have affected relationships between locations.
# Benchmark SS.B.1.2.5. The student: knows ways in which people view and relate to places and regions differently.
Reading
# Benchmark LA.A.1.2.1. The student: uses a table of contents, index, headings, captions, illustrations, and major words to anticipate or predict content and purpose of a reading selection.
# Benchmark LA.A.1.2.2. The student: selects from a variety of simple strategies, including the use of phonics, word structure, context clues, self-questioning, confirming simple predictions, retelling, and using visual cues, to identify words and construct meaning from various texts, illustrations, graphics, and charts.
# Benchmark LA.A.1.2.3. The student: uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.
# Benchmark LA.A.1.2.4. The student: clarifies understanding by rereading, self- correction, summarizing, checking other sources, and class or group discussion.
Benchmark LA.A.2.2.1. The student: reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.
Benchmark LA.A.2.2.5. The student: reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task.
# Benchmark LA.A.2.2.7. The student: recognizes the use of comparison and contrast in a text.
# Benchmark LA.A.2.2.8. The student: selects and uses a variety of appropriate reference materials, including multiple representations of information, such as maps, charts and photos, to gather information for research projects.
Writing
# Benchmark LA.B.1.2.1. The student: prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing.
# Benchmark LA.B.1.2.2. The student: drafts and revises writing in cursive that: focuses on the topic; has a logical organizational pattern, including a beginning, middle, conclusion, and transitional devices; has ample development of supporting ideas; demonstrates a sense of completeness or wholeness; demonstrates a command of language including precision in word choice; generally has correct subject/verb agreement; generally has correct verb and noun forms; with few exceptions, has sentences that are complete, except when fragments are used purposefully; uses a variety of sentence structures; and generally follows the conventions of punctuation, capitalization, and spelling.
# Benchmark LA.B.1.2.3. The student: produces final documents that have been edited for: correct spelling; correct use of punctuation, including commas in series, dates, and addresses, and beginning and ending quotation marks; correct capitalization of proper nouns; correct paragraph indentation; correct usage of subject/ verb agreement, verb and noun forms, and sentence structure; and correct formatting according to instructions.
# Benchmark LA.B.2.2.1. The student: writes notes, comments, and observations that reflect comprehension of content and experiences from a variety of media.
# Benchmark LA.B.2.2.2. The student: organizes information using alphabetical and numerical systems.
# Benchmark LA.B.2.2.3. The student: writes for a variety of occasions, audiences, and purposes.
# Benchmark LA.B.2.2.4. The student: uses electronic technology, including word- processing software and electronic encyclopedias, to create, revise, retrieve, and verify information.
Benchmark LA.B.2.2.6. The student: creates expository responses in which ideas and details follow an organizational pattern and are relevant to the purpose.
Listening Viewing and Speaking
# Benchmark LA.C.1.2.1. The student: listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, and informational speeches.
# Benchmark LA.C.1.2.2. The student: identifies specific personal listening preferences regarding fiction, drama, literary nonfiction, and informational presentations.
# Benchmark LA.C.1.2.3. The student: carries on an extended conversation with a group of friends.
# Benchmark LA.C.1.2.4. The student: listens attentively to the speaker, including making eye contact and facing the speaker.
# Benchmark LA.C.1.2.5. The student: responds to speakers by asking questions, making contributions, and paraphrasing what is said.
Benchmark LA.C.2.2.1. The student: determines main concept and supporting details in a nonprint media message.
# Benchmark LA.C.3.2.1. The student: speaks clearly at an understandable rate and uses appropriate volume.
# Benchmark LA.C.3.2.2. The student: asks questions and makes comments and observations to clarify understanding of content, processes, and experiences.
# Benchmark LA.C.3.2.3. The student: speaks for specific occasions, audiences, and purposes, including conversations, discussions, projects, and informational or imaginative presentations.
# Benchmark LA.C.3.2.4. The student: uses eye contact and gestures that engage the audience.
# Benchmark LA.C.3.2.5. The student: participates as a contributor and occasionally acts as a leader in a group discussion.
# Benchmark LA.C.3.2.6. The student: organizes a speech using a basic beginning, middle, and ending.
Finally, I would like to thank Oneco and Tara Elementary School's administration and staff for their constant support.
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