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11/4/2011 1
Standard K-2 The student will read and comprehend a variety of
informational texts in print and nonprint formats.
Kindergarten students read informational
(expository/persuasive/argumentative) texts of the following
types:
informational trade books and magazine articles. They also read
directions, graphs, and recipes embedded in informational
texts.
Indicator K-2.3 Exemplify facts in texts read aloud.
Definition of Revised Blooms Verb Exemplify: Finding a specific
example or illustration of a concept or principle
Explanation of Indicator
A fact is what is actually real. It can be proven it to be true.
For example, a turtle has a shell. To prove this statement to be
true, students can see the shell on a turtle to confirm that it
does have a shell.
Instructional Progression of Indicator
The level of difficulty of the text increases at each grade
level. Additionally, some areas of focus for facts differ at each
grade level.
What do students need to know before they can understand facts
in text read aloud?
Kindergarten students should be able to listen to stories read
aloud. However, some students may have more experience with
print than others. Kindergarten students should understand the
difference
between fictional text and nonfiction text. However, some
students may have more experience with text types than
others.
Kindergarten students vary in beginning reading skills that
support comprehension such as vocabulary, fluency, phonemic
awareness, and phonics.
Within facts, what have students been taught and what will
they be taught in the future? Because the Academic Standards for
English language arts begin at grade K, there are not any previous
indicators. A kindergarten
classroom may be very diverse; students may have had various
levels of exposure to print.
The words in bold indicate a change from grade to grade. K-2.3
Exemplify facts in texts read aloud. 1-2.3 Understand the
difference between facts and opinions.
2-2.3 Distinguish between facts and opinions in informational
texts.
3-2.3 Distinguish between facts and opinions in informational
texts.
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11/4/2011 2
4-2.3 Analyze informational texts to locate and identify facts
and opinions.
5-2.3 Analyze a given text to detect author bias by locating
indicators such as unsupported opinions.
6-2.3 Understand indicators of an authors bias such as the
omission of relevant facts and statements of unsupported
opinions.
When teaching facts, what connections, links, or ties can be
made to other indicators and/or content areas? K-2.1 Summarize
the central idea and details from informational
texts read aloud.
K-2.2 Analyze texts during classroom discussions to make
inferences.
K-2.3 Exemplify facts in texts read aloud. K-2.4 Create
responses to informational texts through a variety of
methods such as drawings, written works, and oral
presentations. K-2.5 Carry out independent reading to gain
information.
K-2.6 Understand that headings and print styles (e.g., italics,
bold, larger type) provide information to the reader.
K-2.7 Understand graphic features such as illustrations and
graphs. K-2.8 Recognize tables of contents. K-2.9 Conclude the
cause of an event described in a text read aloud.
K-5.1 Use drawings, letters, or words to create written
communications such as notes, messages, and lists to inform a
specific audience. K-5.2 Use drawings, letters, or words to
create narratives such as
stories and journal entries about people, places, or things.
K-5.3 Use drawings, letters, or words to create descriptions of
personal experiences, people, places, or things.
K-6.1 Generate how and why questions about a topic of interest.
K-6.2 Understand that information can be found in print sources
such as books, pictures, simple graphs, and charts and
nonprint media such as videos, television, films, radio, and the
Internet.
K-6.3 Classify information by constructing categories such as
living and nonliving things.
K-6.4 Use complete sentences when orally communicating with
others. K-6.5 Understand and follow one- and two-step oral
directions.
Classroom Assessment Students should be taught and assessed
using similar methods. For example, in this
indicator, the verb is exemplify. Students should be challenged
to provide examples. When it is time for assessment, students
should be asked to show what
they have learned in the same way they were taught, using cold
text (text the students have not previously experienced). For
example, during a discussion about
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11/4/2011 3
spiders, students can orally give facts about spiders, such as,
Spiders have eight legs. Or, Spiders have many eyes. A teachable
moment may arise if a student
mentions something that is an opinion, for example, Spiders are
scary!
Students understanding of facts may also be assessed within
their writing. Kindergarten students can create a variety of works
containing facts with teacher assistance. For example, students may
be asked to respond to a text or discussions
about spiders with a drawing. The teacher may ask students to
state one fact about spiders. The teacher or students may then
write the factual statement on
their drawings. Other assessment ideas for kindergarten are
teacher observations/questions, writing and illustrating a factual
sentence, and
making factual books.
Suggested Instructional Resources Professional Texts Harvey,
Stephanie, and Anne Goudvis. Strategies That Work. Portland,
ME:
Stenhouse, 2007.
Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons.
New York:
Stenhouse, 2001.
Nonprint Materials
For additional Internet sources, use the following search terms:
fact and opinion teaching fact and opinion
how do you teach fact and opinion?
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11/4/2011 1
Standard K-1 The student will begin to read and comprehend a
variety of literary texts in print and nonprint formats.
Students in kindergarten read four major types of literary
texts: fiction, literary
nonfiction, poetry, and drama. In the category of fiction, they
read the following
specific types of texts: picture books and fantasy. In the
category of literary nonfiction, autobiographical and biographical
sketches are read aloud to students. In the category of poetry,
they read nursery and counting rhymes, songs,
narrative poems, lyrical poems, humorous poems, and free
verse.
The teacher should continue to address earlier indicators as
they apply to more difficult texts.
Indicator K-1.5 Understand how the authors choice of words
affects the
meaning of the text. Definition of Revised Blooms Verb
Understand: Construct meaning from instructional messages,
including oral, written, and graphic communication
Explanation of Indicator
Authors craft refers to the specific techniques that an author
chooses to relay an intended message (e.g., figurative language,
flashback, imagery, irony, word choice, and dialogue). Authors
craft is best taught in the context of guided
literature conversations, shared-reading discussions, and
reading aloud time. Example: After reading aloud The Very Hungry
Caterpillar by Eric Carle, the
literature conversation can focus on the descriptive words and
repetitive lines that were used throughout the book.
Instructional Progression of Indicator The level of difficulty
of the text increases at each grade level. Additionally, some
areas of focus for the authors craft differ at each grade level.
What do students need to know before they can understand
authors craft? Students need to know that pictures are sources
of information
that give us clues to words. Students need to know that the
meaning of a story and the text
will make sense and have structure (sounds right).
Students need to understand that print conveys meaning. Students
need to know that pictures usually support the text
and that activating their schema to a storyline will give clues
to the meaning of words. (e.g., when listening to a story about
cats, children should have the expectation that it will contain
words associated with cats, such as tail, purr, and whiskers.
Students need to know that authors use a certain craft to make
their reading and writing more interesting.
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11/4/2011 2
Within context clues, what have students been taught and what
will they be taught in the future?
The words in bold indicate a change from grade to grade. K-1.5
Understand how the authors choice of words affects the
meaning of the text. 1-1.5 Understand how elements of the
authors craft such as word
choice affect the meaning of a given literary text.
2-1.5 Understand the effect of the authors craft, such as word
choice and the use of repetition, on the meaning of a given
literary text. 3-1.5 Understand the effect of the authors craft,
such as word
choice and sentence structure, on the meaning of a given
literary text. 4-1.5 Understand the effect of an authors
craftsuch as word
choice, sentence structure, the use of figurative language, and
the use of dialogueon the meaning of literary texts.
5-1.5 Understand the effect of an authors craftsuch as tone
and
the use of figurative language, dialogue, and imageryon the
meaning of literary texts.
When teaching authors craft, what connections, links, or
ties
can be made to other indicators and/or content areas? K-1.1 Use
pictures and words to make predictions regarding a story
read aloud.
K-1.3 Exemplify sound devices (including onomatopoeia and
alliteration) in texts read aloud.
K-1.9 Recall the characteristics of fantasy. K-2.6 Understand
that headings and print styles (e.g., italics, bold,
larger type) provide information to the reader.
K-2.7 Understand graphic features such as illustrations and
graphs. K-3.1 Use pictures and context to construct the meaning
of
unfamiliar words in texts read aloud. K-3.5 Use oral rhymes,
poems, and songs to build fluency. K-4.3 Use pictures, letters, or
words to tell a story from beginning to
end. K-5.1 Use drawings, letters, or words to create written
communications such as notes, messages, and lists to inform a
specific audience.
K-5.2 Use drawings, letters, or words to create narratives such
as
stories and journal entries about people, places, or things.
K-5.3 Use drawings, letters, or words to create descriptions of
personal experiences, people, places, or things. K-5.4 Use
drawings, letters, or words to create written pieces such
as simple rhymes to entertain others.
Classroom Assessment
Students should be taught and assessed using similar methods.
For example, the verb is understand. Students should be challenged
to construct meaning from
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11/4/2011 3
authors craft and to demonstrate how the authors craft
contributes to the overall meaning of the text. When its time for
assessment, students should be asked to
show what they have learned in the same way they were taught
using cold text (text the students have not previously
experienced).
The primary focus of assessment for authors craft is to
determine if students understand the effect of authors craft on
reading and writing and if they can
transfer that knowledge to their own reading and writing. Sample
assessments may include
teacher observations, classroom discussions during read alouds,
and reading and writing conferences.
In order to be consistent with the indicator, the expectation on
any assessment
strategy is that students must demonstrate they can understand
the authors craft.
Suggested Instructional Resources
Professional Texts Fisher, Bobbi. Joyful Learning in
Kindergarten. Portsmouth, NH: Heinemann, 1998.
Fletcher, Ralph and Joann Portalupi. Craft Lessons Teaching
Writing K-8, Portland,
ME: Stenhouse , 1998.
Hoyt, Linda. Interactive Read-Alouds: K-1. Portsmouth, NH:
Heinemann, 2007.
Neuman, Susan B., Carol Copple, and Sue Bredekamp. Learning to
Read and Write.
Washington, DC: National Association for the Education of Young
Children,
2002.
Pinell, Gay Su and Patricia L. Scharer. Teaching for
Comprehension in Reading:
Grades K-2. New York: Scholastic, 2003.
Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons
Teaching Information
Writing K-8. Portland, ME: Stenhouse, 2001.
Taberski, Sharon. On Solid Ground, Strategies for Teaching
Reading K-3.
Portsmouth, NH: Heinemann, 2000.
Nonprint Materials
http://www.readwritethink.org
http://www.readwritethink.org/
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11/4/2011 4
Reading Rainbow This program explores reading for children. It
is available through SC Educational
Television. Refer to the book list and correlate it to the
Program Title.
http://www.unitedstreaming.com For additional Internet sources,
use the following search terms:
authors craft grade K
http://www.unitedstreaming.com/
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10/7/2011 1
Standard K-2 The student will begin to read and comprehend a
variety of informational texts in print and nonprint formats.
Kindergarten students read informational
(expository/persuasive/argumentative) texts of the following
types:
informational trade books and magazine articles. They also read
directions, graphs, and recipes embedded in informational
texts.
Indicator K-2.2 Analyze texts during classroom discussions to
make inferences.
Definition of Revised Blooms Verb Analyze: Break material into
its constituent parts and determine how the parts
relate to one another and to an overall structure or purpose.
Other verb terminology that speaks to the notion of analyzing might
be
differentiating, organizing, and attributing. Explanation of
Indicator
Making inferences is the act or process of drawing a conclusion
or making a prediction based on what one already knows either from
prior knowledge,
observations, or evidence found in the text. When making an
inference, ideas and facts are implied or suggested rather than
stated outright.
Instructional Progression The level of difficulty of the text
increases at each grade level. Additionally, some
areas of focus for the study of making inferences differ at each
grade level.
What do students need to know before they can understand the
study of making inferences? Students should understand the meaning
of reading between the
lines and that sometimes readers have to make educated guesses
in order to make meaning from the text. Students should know
that
these educated guesses should be based on evidence that comes
from their prior knowledge as well as the text itself. At this
level, the analysis of informational text will occur during read
alouds.
Within the study of making inferences, what have students
been taught and what will they be taught in the future? The
words in bold indicate a change from grade to grade. K-2.2 Analyze
texts during classroom discussions to make inferences.
1-2.2 Analyze informational texts to draw conclusions and make
inferences during classroom discussions.
2-2.2 Analyze informational texts to draw conclusions and make
inferences during classroom discussions.
3-2.2 Analyze informational texts to draw conclusions and
make
inferences. 4-2.2 Analyze informational texts to draw
conclusions and make
inferences.
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10/7/2011 2
5-2.2 Analyze informational texts to draw conclusions and make
inferences.
When teaching the study of making inferences, what
connections, links, or ties can be made to other indicators?
K-1.2 Use pictures and words to make predictions regarding a
story
read aloud.
K-1.6 Create responses to literary texts through a variety of
methods (for example, writing, creative dramatics, and the
visual and performing arts). K-2.4 Create responses to
informational texts through a variety of
methods (for example, drawings, written works, and oral
presentations). K-2.6 Understand graphic features (for example,
illustrations and
graphs). K-3.19 Use prior knowledge and life experiences to
construct meaning
from texts.
K-5.2 Use symbols (drawings, letters, and words) to create
narratives (for example, stories and journal entries) about
people, places, or things. K-5.3 Use symbols (drawings, letters,
and words) to create
descriptions of personal experiences, people, places, or things.
K-5.4 Use symbols (drawings, letters, and words) to create
written
pieces (for example, simple rhymes) to entertain others.
Classroom Assessment
Students should be assessed in the same ways they are taught.
During instruction and assessment, students should make inferences
from informational text read aloud. Assessments may include but are
not limited to classroom discussions,
reading and writing conferences, and student drawings.
Suggested Instructional Resources Professional Texts Cunningham,
Andie and Ruth Shagoury. Starting With Comprehension: Reading
Strategies for the Youngest Learners. Portland, ME: Stenhouse,
2005.
Harvey, Stephanie and Anne Goudis. Strategies That Work:
Teaching
Comprehension to Enhance Understanding. Portland, ME: Stenhouse,
2007.
Keene, Ellin and Susan Zimmerman. Mosaic of Thought, Second
Edition.
Portsmouth, NH: Heinemann, 2007.
Keene, Ellin. To Understand: New Horizons in Reading
Comprehension. Portsmouth,
NH: Heinemann, 2008.
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10/7/2011 3
Miller, Debbie. Reading With Meaning: Teaching Comprehension in
the Primary
Grades. Portland, ME: Stenhouse, 2002.
Owocki, Gretchen. Comprehension: Strategic Instruction for K-3
Students.
Portsmouth, NH: Heinemann, 2003.
Student Texts
There are many titles that teachers and students may select to
better understand the study of making inferences. Library Media
Specialists from the South Carolina Association of School
Librarians (SCASL) are collaborating with the South Carolina
Department of Education to provide a sampling of texts to match
the indicators. This will continue to be a work in progress.
Teachers should collaborate with their
library media specialists for additional suggestions. These
titles can be used for read alouds, shared reading, and independent
reading. While each title on the list has been read and reviewed by
professionals, some of these titles may not meet
the needs of each classroom environment. Teachers are encouraged
to read the texts prior to using them in class. Use the following
link for the SCASL suggested
texts: http://scasl.pbwiki.com/ELA%20Standards The Little Seed
by Eric Carle
Bugs Are Insects by Anne Rockwell Nonprint Materials
Environmental print, such as the golden arches M for
McDonalds.
http://www.readwritethink.org
http://www.readwritethink.org/lessons/lesson_view.asp?id=27
Best Practices
http://ed.sc.gov/agency/offices/cso/standards/ela/index.html
http://scasl.pbwiki.com/ELA%20Standardshttp://www.readwritethink.org/http://www.readwritethink.org/lessons/lesson_view.asp?id=27http://ed.sc.gov/agency/offices/cso/standards/ela/index.html
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10/10/2011 1
Standard K-3 The student will learn to read by applying
appropriate skills and strategies.
Indicators for this standard in kindergarten through grade two
focus on
beginning reading skills and strategies and support the five
componentscomprehension, fluency, phonemic awareness, phonics, and
vocabulary
delineated by the National Reading Panel as central to a childs
learning to read. Although the phonics and phonemic awareness
indicators are separated, the National Reading Panel found that the
most effective way of teaching phonemic
awareness is in conjunction with phonics.
These indicators will be assessed by the classroom teacher.
Instructional appendixes are provided as the baseline
expectations for
instruction and are not intended to be all-inclusive
documents.
Indicator K-3.3 Use vocabulary acquired from a variety of
sources (including
conversations, texts read-aloud, and the media).
Definition of Revised Blooms Verb
Use: implementing; applying a procedure to an unfamiliar task
Explanation of Indicator
Vocabulary instruction is the teaching of words needed to
communicate effectively. In kindergarten, children learn to use new
words through speaking and listening,
read alouds, and interaction with media. Acquiring new
vocabulary helps students unlock the meaning of text.
Instructional Progression of Indicator The level of difficulty
of the text increases at each grade level. Additionally, some
areas of focus for vocabulary acquired from a variety of sources
differ at each grade level.
What do students need to know before they can use vocabulary
acquired from a variety of sources?
Students should be able to tell stories orally. Students should
be able to listen to stories read aloud.
Students should be able to have conversations with others.
Within vocabulary acquired from a variety of sources, what
have students been taught and what will they be taught in the
future?
K-3.3 Use vocabulary acquired from a variety of sources
(including conversations, texts read-aloud, and the media).
1-3.3 Use vocabulary acquired from a variety of sources
(including
conversations, texts read-aloud, and the media). 2-3.4 Identify
idioms in context.
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10/10/2011 2
3-3.3 Interpret the meaning of idioms encountered in texts.
4-3.3 Interpret the meaning of idioms encountered in texts.
5-3.3 Interpret the meaning of idioms and euphemisms encountered
in texts.
When teaching vocabulary acquired from a variety of sources,
what connections, links, or ties can be made to other
indicators? K-1.1 Summarize the main idea and details from
literary texts read
aloud. K-1.2 Use pictures and words to make predictions
regarding a story
read aloud.
K-1.4 Find examples of sound devices (including onomatopoeia and
alliteration) in texts read aloud.
K-1.5 Generate a retelling that identifies the characters and
the setting in a story and relates the important events in
sequential order.
K-1.6 Discuss how the authors choice of words affects the
meaning of the text (for example, yell rather than said).
K-1.7 Use relevant details in summarizing stories read aloud.
K-1.8 Create responses to literary texts through a variety of
methods (for example, writing, creative dramatics, and the
visual and performing arts).
K-1.9 Recall the characteristics of fantasy.
K-1.10 Explain the cause of an event described in stories read
aloud. K-1.11 Read independently for pleasure.
K-2.1 Summarize the central idea and details from informational
texts read aloud.
K-2.2 Analyze texts during classroom discussions to make
inferences. K-2.3 Find facts in texts read aloud.
K-2.4 Create responses to informational texts through a variety
of methods (for example, drawings, written works, and oral
presentations).
K-3.1 Use pictures and context to construct the meaning of
unfamiliar words in texts read aloud.
K-3.3 Use vocabulary acquired from a variety of sources
(including conversations, texts read aloud, and the media).
K-3.4 Recognize high-frequency words. (See Instructional
Appendix:
High-Frequency Words.) K-3.6 Use oral rhymes, poems, and songs
to build fluency.
K-4.1 Generate ideas for writing by using techniques (for
example, participating in conversations and looking at
pictures).
K-4.2 Generate complete sentences orally.
K-5.1 Use symbols (drawings, letters, and words) to create
written communications (for example, notes, messages, and lists)
to
inform a specific audience.
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10/10/2011 3
K-5.2 Use symbols (drawings, letters, and words) to create
narratives (for example, stories and journal entries) about
people, places, or things. K-5.3 Use symbols (drawings, letters,
and words) to create
descriptions of personal experiences, people, places, or things.
K-5.4 Use symbols (drawings, letters, and words) to create
written
pieces (for example, simple rhymes) to entertain others.
Classroom Assessment
Students should be assessed in the same ways they are taught.
Teachers should observe conversations kindergarten students hold
with their peers. Vocabulary development can be monitored during
reading conferences with the teacher, during
shared reading experiences, center time, circle time, and during
small group time. By engaging in casual conversation with the
kindergarten students, teachers can
monitor the use of words in spoken language. Other sample
assessments may also include
formal teacher observations,
classroom discussion, reading and writing conferences, and
student writing samples.
Suggested Instructional Resources Professional Texts Cunningham,
Patricia M. Phonics They Use. Boston, MA: Allyn & Bacon,
2004.
Diller, Debbie. Literacy Work Stations Making Centers Work.
Portland, ME:
Stenhouse, 2003.
Fletcher, Ralph. Craft Lessons. New York, NY: Steinhouse,
2002.
Harvey, Stephanie, and Anne Goudvis. Strategies That Work.
Portland, ME:
Stenhouse, 2007.
Ray, Katie Wood. Wondrous Words. Urbana, IL: National Council of
Teachers of
English, 1999.
Routman, Regie. Invitations Changing as Teachers and Learners
K-12. Portsmouth,
NH: Heinemann, 1991.
Routman, Regie. Conversations. Portsmouth, NH: Heinemann,
2000.
Student Texts
There are many titles that teachers and students may select to
better understand using vocabulary from a variety of sources.
Library Media Specialists from the
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10/10/2011 4
South Carolina Association of School Librarians (SCASL) are
collaborating with the South Carolina Department of Education to
provide a sampling of texts to match
the indicators. This will continue be a work in progress.
Teachers should collaborate with their library media specialists
for additional suggestions. These titles can be
used for read alouds, shared reading, and independent reading.
While each title on the list has been read and reviewed by
professionals, some of these titles may not meet the needs of each
classroom environment. Teachers are encouraged to read
the texts prior to using them in class. Use the following link
for the SCASL suggested texts.
http://scasl.pbwiki.com/ELA+Standards.
Nonprint Materials http://www.idiomsbykids.com/
http://www.englishdaily626.com
http://www.englishdaily626.com/idioms.php
http://scasl.pbwiki.com/ELA+Standardshttp://www.idiomsbykids.com/http://www.englishdaily626.com/http://www.englishdaily626.com/idioms.php
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January 26, 2009 1
Standard K-3 The student will learn to read by applying
appropriate skills and strategies.
Indicators for this standard in kindergarten through grade two
focus on beginning
reading skills and strategies and support the five
componentscomprehension, fluency, phonemic awareness, phonics, and
vocabularydelineated by the National
Reading Panel as central to a childs learning to read. These
indicators will be assessed by the classroom teacher. Although the
phonics and phonemic awareness indicators are separated, the
National Reading Panel found that the most effective way of
teaching phonemic awareness is in conjunction with phonics.
These indicators will be assessed by the classroom teacher.
Instructional appendixes are provided as the baseline expectations
for instruction and
are not intended to be all-inclusive documents.
Indicator K-3.2 Create a different form of a familiar word by
adding an s or ing ending.
Definition of Revised Blooms Verb Create: Put elements together
to form a coherent or functional whole;
reorganize elements into a new pattern or structure
Explanation of Indicator A study of base words and inflectional
endings offers an effective tool for teachers to nurture students
vocabulary development. Base words and inflectional endings
provide
students with an understanding of word parts. Students use the
knowledge of individual word parts to create a different form of
the base word by adding endings. Instruction
should foster an interest in word exploration. The study of word
parts should not be done as an exercise in memorization but as an
opportunity to connect words with other words that have the same
base word or inflectional ending. Teachers should immerse
students in rich oral and written language that promotes
effective word study. Students can then apply their knowledge of
words to make connections. The purpose of
vocabulary instruction is to make students stronger readers and
writers.
Instructional Progression of the Indicator The area of focus for
the study of prefixes and suffixes differ at each grade level.
What do students need to know before they can understand
suffixes?
Students must understand what a base word is and be able to
identify them.
Students must understand that suffixes (or endings) have meaning
and
when added to a base word, creates new words. Students should
understand that suffixes are added to the end of base
words.
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January 26, 2009 2
Within prefixes and suffixes, what will students be taught
in
the future?
The words in bold indicate a change from grade to grade. 1-3.2
Identify base words and their inflectional endings (including
-s,
-es, -ing, -ed, -er, and -est). 2-3.2 Construct meaning through
a knowledge of base words, prefixes
(including un-, re-, pre-, bi-, mis-, dis-) and suffixes
(including -er, -est, -ful) in context.
3-3.2 Use base words and affixes to determine the meanings of
words.
4-3.2 Use base words and affixes to determine the meanings of
words. 5-3.2 Use base words and affixes to determine the meanings
of words
within texts. (See Instructional Appendix: Greek and Latin Roots
and Affixes.)
When teaching suffixes, what connections, links, or ties can be
made to other indicators and/or content areas?
K-3.1 Use pictures and context to construct the meaning of
unfamiliar words in texts read aloud.
K-3.3 Use vocabulary acquired from a variety of sources
(including conversations, texts read aloud, and the media).
K-3.4 Recognize high-frequency words (see Instructional
Appendix:
High-Frequency Words). K-3.17 Begin to spell high-frequency
words (see Instructional
Appendix: High-Frequency Words). Students should transfer their
understanding of how words work
through oral language development and vocabulary study to their
writing.
Authentic connections should be made to content area vocabulary
Classroom Assessment
Students should be taught and assessed using similar methods.
Students need multiple opportunities and ways to demonstrate their
knowledge of words. If vocabulary
instruction is to be rich and authentic, the way vocabulary is
assessed must also change. Ideally, teachers will observe students
using vocabulary strategies in authentic contexts, for example,
reading conferences related to independent, shared, or guided
reading, to unlock the meaning of unfamiliar words.
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January 26, 2009 3
Suggested Instructional Resources
Professional Texts
Allen, Janet. Words, Words, Words. Portland, ME: Stenhouse,
1999.
---. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.
Bear, Donald, et al. Words Their Way. Upper Saddle River, NJ:
Merrill, 2000.
Beck, Isabelle, Margaret McKeown, and Linda Kucan. Bringing
Words to Life:
RobustVocabulary Instruction. New York: Gilford, 2002.
Beers, Kylene. When Kids Cant Read What Teachers Can Do.
Portsmouth, NH:
Heinemann, 2003.
Newton, Rick and Evangeline Newton. A Little Latin and A Lot of
English. Adolescent
Literacy in Perspective. The Ohio Resource Center, 2005.
Rasinski, Tim, Nancy Padak, Rick Newton, and Evangeline Newton.
Building Vocabulary from Word Roots. Huntington Beach, CA: Beach
CityPress, 2007
Student Texts
There are many titles that teachers and students may select to
better understand suffixes. Library Media Specialists from the
South Carolina Association of School Librarians (SCASL) are
collaborating with the South Carolina Department of Education
to provide a sampling of texts to match the indicators. This
will continue to be a work in progress. Teachers should collaborate
with their library media specialists for additional
suggestions. These titles can be used for read alouds, shared
reading, and independent reading. While each title on the list has
been read and reviewed by professionals, some of these titles may
not meet the needs of each classroom environment. Teachers are
encouraged to read the texts prior to using them in class. Use
the following link for the SCASL suggested texts
http://scasl.pbwiki.com/ELA+Standards
Nonprint Materials
http://teachers.net/lessons/posts/4159.html
http://www.resourceroom.net/comprehension/idavocab2004.asp
http://www.tasaliteracy.com/rpe/instruction/vocab.html#teachprefixes
http://www.adlit.org/article/19692
http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/
12
http://scasl.pbwiki.com/ELA+Standardshttp://teachers.net/lessons/posts/4159.htmlhttp://www.resourceroom.net/comprehension/idavocab2004.asphttp://www.tasaliteracy.com/rpe/instruction/vocab.html#teachprefixeshttp://www.adlit.org/article/19692http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/12http://www.localschooldirectory.com/include/teachers/lesson_plan.php/lesson_plan_id/12
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January 26, 2009 4
http://www.collaborativelearning.org/suffixconnect4.pdf
http://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=10&act=1
http://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teaching+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba
57hBw4Un-566g24E&hl=en
http://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.html
http://www.geocities.com/CapeCanaveral/Hangar/7594/roots.html
http://www.espindle.org/roots.html#up
http://www.factmonster.com/ipka/A0907017.html
http://www.quia.com/jg/65969.html
http://www.collaborativelearning.org/suffixconnect4.pdfhttp://www.tv411.org/lessons/cfm/vocabulary.cfm?str=vocabulary&num=10&act=1http://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teaching+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=enhttp://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teaching+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=enhttp://books.google.com/books?id=Fzqb3c59VOgC&pg=PA96&lpg=PA96&dq=teaching+affixes+to+elementary+children&source=web&ots=dUD2E7DVMP&sig=6W8eI9KS2Ba57hBw4Un-566g24E&hl=enhttp://www.kent.k12.wa.us/ksd/MA/resources/greek_and_latin_roots/transition.htmlhttp://www.geocities.com/CapeCanaveral/Hangar/7594/roots.htmlhttp://www.espindle.org/roots.html#uphttp://www.factmonster.com/ipka/A0907017.htmlhttp://www.quia.com/jg/65969.html
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10/10/2011 1
Standard K-5 The student will begin to write for a variety of
purposes and audiences.
Students in the first grade use pictures, letters, or words to
generate a story from
beginning to end. They use an understanding of the alphabet and
a knowledge of
letter names to spell words independently when writing. Teachers
should continue to address earlier indicators as they apply to
more
difficult text.
Indicator K-5.1 Use symbols (drawings, letters, and words) to
create
written communications (for example, notes, messages,
and lists) to inform a specific audience.
Definition of Revised Blooms Verb Create: Put elements together
to form a coherent or functional
whole
Explanation of Indicator Creating informational pieces of
writing requires a different approach to composing.
This type of writing is more authentic, is about knowledge that
the writer has to share, gives information to explain realities or
ideas, has a purpose that is related
to a real-life situation, and is written for a specific
audience. Various techniques can be used to convey information.
Students in kindergarten might write notes or make lists for a
specific audience. Students might write a note to a friend or make
a list of
their favorite foods for the cafeteria workers.
Instructional Progression The level of difficulty of the writing
increases at each grade level. Additionally, some areas of focus
differ at each grade level.
What do students need to know before they can create
informational pieces? Students need to be familiar with writing.
However, some students
may have more experience than others.
Students writing skills will vary. Students need to be able to
write a message or list in order to
inform and should be allowed to use symbols, pictures, or
words.
Within informational writing, what have students been taught
and what will they be taught learn in the future? The words in
bold indicate a change from grade to grade.
K-5.1 Use symbols (drawings, letters, and words) to create
written communications (for example, notes, messages, and lists)
to
inform a specific audience.
1-5.1 Create written communications (for example, thank you
notes) for a specific audience.
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10/10/2011 2
2-5.1 Create written communications (for example, directions and
instructions) to inform a specific
audience 3-5.1 Create written communications (for example,
friendly
letters that include a greeting, body, closing, and signature
and invitations that include the time, date, and place of the
event).
4-5.1 Create informational pieces (for example, postcards,
flyers, letters, and e-mails) that use language
appropriate for the specific audience. 5-5.1 Create
informational pieces (for example, book
reviews and newsletter articles) that use language
appropriate for the specific audience.
When teaching informational writing, what connections, links, or
ties can be made to other indicators?
K-1.8 Create responses to literary texts through a variety of
methods (for example, writing, creative dramatics, and the visual
and
performing arts). K-2.4 Create responses to informational texts
through a variety of
methods (for example, drawings, written works, and oral
presentations).
K-4.1 Generate ideas for writing by using techniques (for
example,
participating in conversations and looking at pictures). K-4.2
Generate complete sentences orally.
K-4.3 Use pictures, letters, or words to tell a story from
beginning to end.
K-4.4 Use letters and relationships to sounds to write
words.
K-4.5 Begin to spell high-frequency words. (See Instructional
Appendix: High-Frequency Words.)
K-4.6 Understand that a persons name is a proper noun. K-4.7
Edit writing with teacher support. K-4.8 Revise writing with
teacher support.
K-4.9 Use uppercase and lowercase letters. K-4.10 Use
appropriate letter formation when printing.
K-4.11 Identify sounds orally by segmenting words.
Classroom Assessment Students should be taught and assessed
using similar methods. For example, in this
indicator, the verb is create. In kindergarten, written
communications may be assessed during one-on-one writing
conferences, during small group discussions, or as a written
assessment. When it is time for assessment, students should be
asked
to show what they have learned in the same way they were
taught.
Students understanding of written communications may also be
assessed within their writing. Kindergarten students can write a
variety of texts, some containing
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10/10/2011 3
information. The teacher may ask students to create lists or
other writings, depending on the purpose of writing. Students
should be able to write a piece
including the important details. The primary focus of assessment
for written communications is to determine if students can write an
informational piece.
Suggested Instructional Resources Professional Texts
Harvey, Stephanie, and Anne Goudvis. Strategies That Work.
Portland, ME:
Stenhouse, 2007.
Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons.
New York:
Stenhouse, 2001.
Student Texts There are many titles that teachers and students
may select to better understand
informational writing. Library Media Specialists from the South
Carolina Association of School Librarians (SCASL) are collaborating
with the South Carolina Department
of Education to provide a sampling of texts to match the
indicators. This will continue be a work in progress. Teachers
should collaborate with their library media
specialists for additional suggestions. These titles can be used
for read alouds, shared reading, and independent reading. While
each title on the list has been read and reviewed by professionals,
some of these titles may not meet the needs of each
classroom environment. Teachers are encouraged to read the texts
prior to using them in class. Use the following link for the SCASL
suggested texts
http://scasl.pbwiki.com/ELA+Standards. Nonprint Materials
http://www.teachersdesk.org/news.html This site provides ideas
on using newspapers in the classroom.
http://www.pbs.org/wgbh/globalconnections/multimedia/strategies.html
http://readwritethink.org
http://www.teachersfirst.com
http://streaming.discoveryeducation.com
Discovering Language Arts: Nonfiction (Grades 3-5).
http://streaming.discoveryeducation.com Discovering Language
Arts: Fiction (Grades 6-8).
http://scasl.pbwiki.com/ELA+Standardshttp://www.teachersdesk.org/news.htmlhttp://www.pbs.org/wgbh/globalconnections/multimedia/strategies.htmlhttp://readwritethink.org/http://www.teachersfirst.com/http://streaming.discoveryeducation.com/http://streaming.discoveryeducation.com/
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January 29. 2009
1
Standard K-6 The student will begin to access and use
information from a variety of sources.
Indicator K-6.1 Generate how and why questions about a topic
of
interest. Definition of Revised Blooms Verb
Generate: Coming up with alternative hypotheses based on
criteria
Explanation of Indicator Before any formal research process can
begin, students must understand the concept of inquiry or wondering
about something, for example, Why is the sky
blue? Young students begin this process by learning how to
develop and ask how and why questions about a topic of interest
both formally and informally. Oral
discussions and conversations are the best way to begin this
process with kindergarten students.
Instructional Progression The level of difficulty of the text
increases at each grade level. Additionally, some
areas of focus for generating questions differ at each grade
level.
What do students need to know before they can understand how to
generate how and why questions? Students need to be curious and ask
questions about things in their world in
which they are interested. This can be done during read alouds
and classroom discussions lead by the teacher.
Students need to know the difference between questions that ask
how
and questions that ask why.
Students need to experience asking and answering questions of
others.
Students need to understand that questions provide information.
Students must feel comfortable participating in conversations
and
discussions in both large and small groups.
Students must learn how to actively and appropriately
participate in conversations and discussions.
Within how to generate how and why questions, what have students
been taught and what will they be taught in the future?
The words in bold indicate a change from grade to grade.
K-6.1 Generate how and why questions about a topic of interest.
1-6.1 Generate how and why questions about a topic of interest.
2-6.1 Generate how and why questions about a topic of interest.
3-6.1 Generate a topic for inquiry. 4-6.1 Clarify and refine a
research topic.
5-6.1 Clarify and refine a research topic.
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January 29. 2009
2
When teaching how to generate how and why questions, what
connections, links, or ties can be made to other indicators?
K-1.1 Summarize the main idea and details from literary texts
read aloud.
K-1.2 Use pictures and words to make predictions regarding a
story read aloud.
K-1.6 Discuss how the authors choice of words affects the
meaning of the
text (for example, yell rather than said). K-1.8 Create
responses to literary texts through a variety of methods (for
example, writing, creative dramatics, and the visual and
performing arts).
K-2.1 Summarize the central idea and details from informational
texts read
aloud. K-2.2 Analyze texts during classroom discussions to make
inferences.
K-2.3 Find facts in texts read aloud. K-2.4 Create responses to
informational texts through a variety of methods
(for example, drawings, written works, and oral
presentations).
K-2.5 Understand that headings and print styles (for example,
italics, bold, larger type) provide information to the reader.
K-2.6 Understand graphic features (for example, illustrations
and graphs). K-2.7 Recognize tables of contents.
K-2.8 Explain the cause of an event described in a text read
aloud. K-2.9 Read independently to gain information. K-4.1 Generate
ideas for writing by using techniques (for example,
participating in conversations and looking at pictures). K-4.2
Generate complete sentences orally.
K-4.4 Use letters and relationships to sounds to write words.
K-6.2 Recognize that information can be found in print sources (for
example,
books, pictures, simple graphs, and charts) and nonprint sources
(for
example, videos, television, films, radio, and the Internet).
K-6.3 Classify information by constructing categories (for example,
living and
nonliving things). K-6.4 Use complete sentences when orally
communicating with others.
Classroom Assessment Students should be taught and assessed
using similar methods. For example, in this
indicator, the verb is generate This indicator addresses one
part of a larger whole in which students will ultimately
participate. At this grade level, students should only be assessed
based upon that what the indicator is asking of them, in this
case
generating questions about a topic of interest using the words
how and why as guiding language. Students should first learn the
foundational components of the
total research process which will be demonstrated in authentic
contexts in later grades.
Conferencing with students is an excellent way to assess
understanding of this indicator.
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January 29. 2009
3
Suggested Instructional Resources Research is not taught in
isolation. Students need to know how they can find out
about things they dont know, and they need to know how to share
what theyve learned with others. Suggested texts are listed below;
however, what you use
depends on topics of interest. Students ask the best how and why
questions about topics that interest them and thereby able to later
clarify and refine research about that topic.
Professional Texts
Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian
Partnerships for
K-6. Worthington, OH: Linworth Publishing Co., 2007.
Fisher, Bobbi. Joyful Learning in Kindergarten. Portsmouth,
NH: Heinemann. 1998.
Johnson, Doug. Learning Right From Wrong in the Digital Age: An
Ethics Guide for
Parents, Teachers, Librarians, and Others Who Care About
Computer-Using
Young People. Worthington, OH: Linworth Publishing Co.,
2003.
Koechlin, Carol, and Sandi Zwaan. Build Your Own Information
Literate School. Salt
Lake City: Hi Willow Research and Publishing, 2003.
Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful
Learning. Portland, ME:
Pembroke Publishers, 2001.
Loertscher, David V., and Blanche Wools. Information Literacy.
2nd ed. San Jose,
CA: Hi Willow Research and Publishing, 2002.
Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those
Bird Units: 15
Models for Teaching and Learning in Information-Rich and
Technology-Rich
Environments. Salt Lake City: Hi Willow Research &
Publishing, 2005.
Ryan, Jenny, and Steph Capra. Information Literacy Toolkit.
Chicago: American
Library Association, 2001.
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January 29. 2009
4
Thompson, Helen M, and Susan A. Henley. Fostering Information
Literacy:
Connecting National Standards, Goals 2000, and the SCANS
Report.
Englewood, CO: Libraries Unlimited, Inc., 2000.
Valenza, Joyce Kasman. Power Research Tools: Learning Activities
and Posters.
Chicago: American Library Association, 2003.
Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98
Jumpstarts to Research:
Topic Guidelines for Finding Information on Current Issues.
Englewood, CO:
Libraries Unlimited, 2001.
Student Texts There are many titles that teachers and students
may select to better understand
clarifying and refining a research topic. Library Media
Specialists from the South Carolina Association of School
Librarians (SCASL) are collaborating with the South
Carolina Department of Education to provide a sampling of texts
to match the indicators. This will continue to be a work in
progress. Teachers should collaborate with their library media
specialists for additional suggestions. These titles can be
used for read alouds, shared reading, and independent reading.
While each title on the list has been read and reviewed by
professionals, some of these titles may not
meet the needs of each classroom environment. Teachers are
encouraged to read the texts prior to using them in class. Use the
following link for the SCASL suggested texts:
http://scasl.pbwiki.com/ELA%20Standards
Nonprint Materials
Alewine, Martha. The Simple Four: An Information Problem-Solving
Model.
School Library Media Services, South Carolina Department of
Education,
9 Sept 2007.
http://martha.alewine.googlepages.com/thesimplefour
Baker, Frank. Media Literacy Clearinghouse. 28 Sept. 2007.
http://www.frankwbaker.com/
DISCUS. 2007. South Carolina State Library. 28 Sept. 2007.
http://www.scdiscus.org/databases/discus-kids/
http://scasl.pbwiki.com/ELA%20Standardshttp://martha.alewine.googlepages.com/thesimplefourhttp://www.frankwbaker.com/http://www.scdiscus.org/databases/discus-kids/
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January 29. 2009
5
Magic Schoolbus
The program is based on science facts. It is available through
SC Instructional Televisions and through Streamline SC. Refer to
the list of
programs availabe and correlate those to what is being taught in
the classroom. http://www.itv.scetv.org/
Reading Rainbow
This program explores reading for children. It is available
through SC Educational Television. Refer to the program listings to
correlate programming to classroom instruction.
http://www.itv.scetv.org/
ReadWriteThink. 27 Sept. 2007. IRA/NCTE. 28 Sept. 2007.
http://www.readwritethink.org
StreamlineSC. 2007. ETV. Sept. 28.
http://www.myetv.org/education/streamlinesc/index.cfm
"The Four Phases of Instruction in an I-Search Unit: Phase 1:
Becoming Immersed in a Topic and Generating a Question
Literacy Matters. 23 Aug.2007. Education Development Center,
Inc.
http://www.itv.scetv.org/http://www.itv.scetv.org/http://www.readwritethink.org/http://www.myetv.org/education/streamlinesc/index.cfm
-
January 30, 2009 1
Standard K-3 The student will learn to read by applying
appropriate skills and strategies.
Indicators for this standard in kindergarten through grade two
focus on
beginning reading skills and strategies and support the five
componentscomprehension, fluency, phonemic awareness, phonics, and
vocabulary
delineated by the National Reading Panel as central to a childs
learning to read. Although the phonics and phonemic awareness
indicators are separated, the National Reading Panel found that the
most effective way of teaching phonemic
awareness is in conjunction with phonics.
These indicators will be assessed by the classroom teacher.
Instructional appendixes are provided as the baseline
expectations for
instruction and are not intended to be all-inclusive
documents.
Indicator K-3.1 Use pictures and context to construct the
meaning of unfamiliar
words in texts read aloud.
Definition of Revised Blooms Verb
Use Applying a procedure to an unfamiliar task Explanation of
Indicator
Context clues provide students multiple ways of understanding
the meanings of new and unknown words they may hear in texts read
aloud. When good readers
hear unknown words, they use the pictures, the words or the
sentences around the words to make attempts to understand the
meanings of the words.
Instructional Progression of Indicator The level of difficulty
of the text increases at each grade level. Additionally, some
areas of focus for context clues differ at each grade level.
What do students need to know before they can understand
context clues? Students need to know that print conveys
meaning.
Students need to know that it is not unusual to hear words that
are unfamiliar when listening to a text read aloud.
Students need to know that when good readers get stuck on a
problem as they are constructing meaning in a text, they stop and
figure out how to fix the problem.
Students need to know that when good readers find unfamiliar
words, they use the pictures and the surrounding words (the
context) to predict
the meaning. Students need to know that reading, writing,
listening, and
speaking demonstrate ways they are already using contexts as
they
construct meaning and understandings.
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January 30, 2009 2
Within context clues, what have students been taught and what
will they be taught in the future?
The words in bold indicate a change from grade to grade.
K-3.1 Use pictures and context to construct the meaning of
unfamiliar words in texts read aloud.
1-3.1 Use pictures, context, and letter-sound relationships to
read
unfamiliar words. 2-3.1 Use context clues to determine the
meaning of unfamiliar words.
3-3.1 Generate the meaning of unfamiliar and multiple-meaning
words by using context clues.
4-3.1 Generate the meaning of unfamiliar and
multiple-meaning
words by using context clues (for example, those that provide an
example or a definition).
5-3.1 Use context clues (for example, those that provide an
example, a definition, or a restatement) to generate the meanings
of unfamiliar and multiple-meaning words.
When teaching context clues, what connections, links, or
ties
can be made to other indicators? Students in Kindergarten will
use context clues as they interact with
other indicators such as:
K-3.1 Use pictures and context to construct the meaning of
unfamiliar words in texts read aloud.
K-3.2 Create a different form of a familiar word by adding an s
or ing
ending. K-3.3 Use vocabulary acquired from a variety of sources
(including
conversations, texts read aloud, and the media).
K-3.4 Recognize high-frequency words. (See Instructional
Appendix: High-Frequency Words.)
K-3.5 Understand that multiple small words can make compound
words. K-3.19 Use prior knowledge and life experiences to construct
meaning from
texts.
Classroom Assessment
Students should be taught and assessed using similar methods. In
this indicator, the verb is use; students should be challenged to
construct meaning by using context clues and to demonstrate how
that process contributes to the
understanding of unfamiliar words in texts read aloud. When
students are assessed, the, students should be asked to show what
they have learned in the same way
they were taught. If students have the opportunity to hear texts
read aloud, with an expectation of
understanding, analyzing, interpreting, and using pictures and
contexts, then assessment should also focus on these levels of
thinking.
-
January 30, 2009 3
In order to be consistent with the indicator, the expectation of
any assessment strategy is that students must demonstrate they can
use pictures and context clues
to construct meanings of unfamiliar words heard in texts read
aloud. In Kindergarten, conversations and teacher observations
about the ways students
discuss and problem solve texts, and words within texts, are
effective ways to teach and to assess this indicator.
Examples of strategies to assist students with using context
clues and assist teachers in observing student understanding
include:
Search pictures for information beyond what is presented in the
words in texts.
Search pictures for specific information about the text.
Stop during read-alouds or shared readings to talk about what
students know, so far, about the context of the story, or stop at
the end of each page
to summarize the clues given in that part of text. Refer to that
information as the reading continues and as new words are
encountered.
In read-alouds or shared readings, reread the sentence before or
after the
unknown word as students listen for hints about the words
meaning. Use post-it notes to mark words that are identified as
unknown or difficult.
After one reading, return to the post-its to use the information
from the reading to problem-solve the word meanings.
Use the CLOZE method to read text up to the unfamiliar word and
predict what kinds of words would make sense within the given
context.
Suggested Instructional Resources Professional Texts
Harvey, Stephanie and Anne Goudvis. Strategies That Work.
Portland, ME, 2000. Keene, Ellin Oliver. To Understand. Portsmouth,
NH: Heinemann, 2008.
Miller, Debbie. Reading With Meaning. Portland, ME: Stenhouse,
2002.
Pinnell, Gay Su and Patricia L. Scharer. Teaching for
Comprehension in Reading. Grades K-2. New York, NY: Scholastic
Professional Books.
Rasinski, Timothy and Nancy Padak. Effective Reading Strategies.
Upper Saddle
River, NJ: Pearson/ Merrill Prentice Hall, 2004. Routman, Regie.
Invitations. Portsmouth, NH: Heinemann, 1991.
Taberski, Sharon. On Solid Ground. Portsmouth, NH: Heinemann,
2000.
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January 30, 2009 4
Student Texts
There are many titles that teachers and students may select to
better understand the use of context clues. Library Media
Specialists from the South Carolina
Association of School Librarians (SCASL) are collaborating with
the South Carolina Department of Education to provide a sampling of
texts to match the indicators. This will continue to be a work in
progress. Teachers should collaborate with their
library media specialists for additional suggestions. These
titles can be used for read alouds, shared reading, and independent
reading. While each title on the list
has been read and reviewed by professionals, some of these
titles may not meet the needs of each classroom environment.
Teachers are encouraged to read the texts prior to using them in
class. Use the following link for the SCASL suggested
texts http://scasl.pbwiki.com/ELA%20Standards.
Reading aloud from a wide range of books of different genres,
topics, and purposes will give students opportunities to learn to
use context clues in many different kinds of situations, all for
the ultimate purpose of more clearly understanding an authors
message.
Nonprint Materials http://pbskids.org/read/
http://scasl.pbwiki.com/ELA%20Standards
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February 2, 2009
Standard K-1 The student will read and comprehend a variety of
literary texts in print and nonprint formats.
Students in kindergarten will begin to read four major types of
literary texts: fiction,
literary nonfiction, poetry, and drama. In the category of
fiction, they read the
following specific types of texts: picture books and fantasy. In
the category of literary nonfiction, autobiographical and
biographical sketches, are read aloud to students. In the category
of poetry, they read nursery and counting rhymes, songs,
narrative poems, lyrical poems, humorous poems, and free
verse.
Indicator K-1.1 Summarize the main idea and details from
literary texts read aloud.
Definition of Revised Blooms Verb Summarize Abstracting a
general theme or major point(s) (e.g., Write a short
summary of events.)
Explanation of Indicator
Details are the individual bits of information about a subject
or topic. The main idea is the major topic of a passage or work
that may be stated directly or
inferred.
Instructional Progression of Indicator The level of difficulty
of the text increases at each grade level. Additionally, some areas
of focus for details and main idea differ at each grade level.
Teaching strategies for identifying details and the main idea is
important.
What do students need to know before they can understand the
difference between main idea and details in a literary text?
Kindergarten students should be able to listen to stories read
aloud. However, some students may have more experience with print
than others.
Kindergarten students vary in beginning reading skills that
support comprehension such as vocabulary, fluency, phonemic
awareness, and phonics.
Kindergarten students should be able to identify details from a
variety of text types.
Kindergarten students should be able to identify the main thing
the author is writing about.
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February 2, 2009
Within main idea and details, what have students been taught and
what will they be taught in the future?
A kindergarten classroom will be diverse with students having
various levels of
exposure to print. The words in bold indicate a change from
grade to grade.
K-1.1 Summarize the main idea and details from literary texts
read aloud.
1-1.1 Summarize the main idea and supporting evidence in
literary text during classroom discussion.
2-1.1 Analyze the details that support the expression of the
main idea in a given literary text.
3-1.1 Analyze the details that support the expression of the
main idea in a
given literary text. 4-1.1 Analyze the details that support the
expression of the main idea in a
given literary text. 5-1.6 Analyze the details that support the
expression of the main idea in a
given literary text.
6-1.6 Compare/contrast main ideas within and across literary
texts.
When teaching main idea and details, what connections, links, or
ties can be made to other indicators and/or content areas?
K-1.2 Use pictures and words to make predictions regarding a
story read aloud.
K-1.3 Understand that a narrator tells the story.
K-1.5 Generate a retelling that identifies the characters and
the setting in a story and relates the important events in
sequential order.
K-1.6 Discuss how the authors choice of words affects the
meaning of the text (for example, yell rather than said)
K-1.7 Use relevant details in summarizing stories read
aloud.
K-1.8 Created responses to literary texts through a variety of
methods (for example, writing, creative dramatics, and the visual
and performing
arts). K-1.9 Recall the characteristics of fantasy. K-1.10
Explain the cause of an event described in stories read aloud.
K-2.1 Summarize the central idea and details from informational
texts read aloud.
K-2.2 Analyze texts during classroom discussions to make
inferences. K-2.3 Find facts in texts read aloud. K-2.5 Understand
that headings and print styles (for example, italics, bold,
larger type) provide information to the reader. K-2.8 Explain
the cause of an event described in a text read aloud.
K-2.9 Read independently to gain information. K-3.19 Use prior
knowledge and life experiences to construct meaning from
texts.
K-4.2 Generate complete sentences orally. K-4.3 Use pictures,
letters, or words to tell a story from beginning to end.
K-5.2 Use symbols (drawings, letters, and words) to create
narratives (for example, stories and journal entries) about people,
places, or things.
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February 2, 2009
K-5.3 Use symbols (drawings, letters, and words) to create
descriptions of personal experiences, people, places, or
things.
K-5.4 Use symbols (drawings, letters, and words) to create
written pieces (for example, simple rhymes) to entertain
others.
K-6.1 Generate how and why questions about a topic of interest.
K-6.2 Recognize that information can be found in print sources (for
example,
books, pictures, simple graphs, and charts) and non-print
sources (for
example, living and non-living things). K-6.4 Use complete
sentences when orally communicating with others.
Classroom Assessment Students should be assessed in the same way
they are taught. During instruction and
assessment, students should identify important details and
participate in creating a summary of the storys message. The
student should construct meaning from the
text focusing on important details and the order of events in
the story. Assessment suggestions for kindergarten might include
teacher observations/questions, written responses using symbols or
words, and illustrations.
Suggested Instructional Resources
Professional Texts Harvey, Stephanie, and Anne Goudis,
Strategies That Work, Portland, ME:
Stenhouse, 2007
Portalupi, Joann and Ralph Fletcher, Craft Lessons, New York:
Stenhouse, 2001.
Student Texts There are many titles that teachers and students
may select to better understand the author main idea based on an
analysis of the essential details in a text. Library
Media Specialists from the South Carolina Association of School
Librarians (SCASL) are collaborating with the South Carolina
Department of Education to provide a
sampling of texts to match the indicators. This will continue to
be a work in progress. Teachers should collaborate with their
library media specialists for additional suggestions. These titles
can be used for read alouds, shared reading, and
independent reading. While each title on the list has been read
and reviewed by professionals, some of these titles may not meet
the needs of each classroom
environment. Teachers are encouraged to read the texts prior to
using them in class. Use the following link for the SCASL suggested
texts: http://scasl.pbwiki.com/ELA+Standards
Nonprint Sources:
http://readingrockets.org
http://streaming.discoveryeducation.com
http://scasl.pbwiki.com/ELA+Standardshttp://readingrockets.org/http://streaming.discoveryeducation.com/
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January 30, 2009 1
Standard K-6 The student will begin to access and use
information from a variety of sources.
Indicator K-6.2 Recognize that information can be found in print
sources (for
example, books, pictures, simple graphs, and charts) and
nonprint sources (for example, videos, television, films, radio,
and the Internet).
Definition of Revised Blooms Verb
Recognize Locate knowledge in long term memory. Explanation of
Indicator
Information is found in a variety of places, some of which are
print or hard copies of text, and others which are electronic or
the types of text that may be accessed
through a computer of another media form. Instructional
Progression of Indicator
The level of difficulty of the text increases at each grade
level. Additionally, some areas of focus for understanding that
information can be found in a variety of
sources that differ at each grade level.
What do students need to know before they can understand that
information can be found in a variety of sources?
Students need to know that there are different sources of
information.
Students should be exposed to print sources such as books,
pictures, simple graphs, and charts, as well as nonprint media such
as video,
television, film, radio, and the Internet. Students need to know
there is a difference between each source of
information and each type of information (print or
nonprint).
Within understanding that information can be found in a variety
of
sources, what have students been taught and what will they be
taught in the future? The words in bold indicate a change from
grade to grade.
1-6.2 Use print sources of information (for example, books,
newspapers, pictures, charts, and graphs) and nonprint media to
access information.
2-6.2 Use a variety of print sources (for example, books,
pictures, charts, graphs, diagrams, and picture dictionaries)
and nonprint media to access information.
3-6.2 Use print sources (for example, books, magazines, charts,
graphs, diagrams, dictionaries, encyclopedias, atlases, and
thesauri) and nonprint sources (for
example, pictures, photographs, video, and television) to access
information.
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January 30, 2009 2
4, 5-6.2 Use print sources (for example, books, magazines,
charts, graphs, diagrams, dictionaries, encyclopedias, atlases,
thesauri, newspapers, and almanacs) and nonprint sources to
access information.
1, 2-6.4 Use the Internet with the aid of a teacher. 3-6.5 Use
the Internet as a source of information. 4-6.6 Use the Internet as
a source of information.
When teaching understanding that information can be found in
a variety of sources, what connections, links, or ties can be
made to other indicators? K-2.4 Create responses to informational
texts through a variety
of methods (for example, drawings, written works, and oral
presentations).
K-2.6 Understand graphic features (for example, illustrations
and graphs).
K-2.7 Recognize tables of contents.
K-3.20 Recognize environmental print in such forms as signs in
the school, road signs, restaurant and store signs, and logos.
Classroom Assessment
Students should be taught and assessed using similar methods.
Students might be assessed through teacher observations, classroom
discussions, reading and writing conferences and through the
collection and analysis of work samples.
Suggested Instructional Resources
Research is not taught in isolation. Students need to know how
they can find out about things they dont know and they need to know
how to share what theyve learned with others. Suggested texts are
listed below; however, what you use
depends on the topic of interest.
Professional Texts Fisher, Bobbi. Joyful Learning in
Kindergarten. Portsmouth, NH: Heinemann. 1998.
ReadWriteThink. 27 Sept. 2007. IRA/NCTE.
Student Texts There are many titles that teachers and students
may select to better understand that information can be found in a
variety of sources. Library Media Specialists from
the South Carolina Association of School Librarians (SCASL) are
collaborating with the South Carolina Department of Education to
provide a sampling of texts to
match the indicators. This will continue to be a work in
progress. Teachers should collaborate with their library media
specialists for additional suggestions. These titles can be used
for read alouds, shared reading, and independent reading. While
each title on the list has been read and reviewed by
professionals, some of these titles may not meet the needs of each
classroom environment. Teachers are
encouraged to read the texts prior to using them in class. Use
the following link for the SCASL suggested texts:
http://scasl.pbwiki.com/ELA%20Standards.
http://www.readwritethink.org/http://scasl.pbwiki.com/ELA%20Standards
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January 30, 2009 3
Nonprint Materials
http://www.readwritethink.org.
http://www.hubbardscupboard.org/i_can_read_html.
http://pbskids.org/sesame/.
http://www.brainpopjr.com/.
StreamlineSC. 2007. ETV. 28 Sept. 2007.
http://www.myetv.org/education/streamlinesc/index.cfm.
DISCUS. 2007. South Carolina State Library. 28 Sept. 2007.
http://www.scdiscus.org/databases/discus-kids/.
http://www.moma.org/modernteachers/lessons.php.
Lessons and images from the Metropolitan Museum of Art.
http://www.images.library.uiuc.edu/projects/tdc/lessonplans/#gk4.
Lessons plans using nonprint media.
http://www.readwritethink.org/http://www.hubbardscupboard.org/i_can_read_htmlhttp://pbskids.org/sesame/http://www.brainpopjr.com/http://www.myetv.org/education/streamlinesc/index.cfmhttp://www.scdiscus.org/databases/discus-kids/http://www.moma.org/modernteachers/lessons.phphttp://www.images.library.uiuc.edu/projects/tdc/lessonplans/#gk4
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February 5, 2009 1
Standard K-2 The student will begin to read and comprehend a
variety of informational texts in print and nonprint formats.
Kindergarten students read informational (expository/
persuasive/
argumentative) texts of the following types: informational trade
books and
magazine articles. They also read directions, graphs, and
recipes embedded in informational texts.
Indicator K-2.7 Recognize tables of contents.
Definition of Revised Blooms Verb Recognize Locating knowledge
in long-term memory that is consistent with
presented material Explanation of Indicator
A table of contents often simply labeled "Contents," is a list
of the parts of a document or book organized in the order in which
the parts appear. Usually, the
contents include the titles of the chapters. The amount of
detail in a table of contents depends on the length of the
work.
Instructional Progression of Indicator The level of difficulty
of the text increases at each grade level. Additionally, some
areas of focus differ at each grade level.
What do students need to know before they can recognize a
table of contents? Students must have had many experiences
recognizing, naming,
and recalling information such as pictures in print materials.
Students must be familiar with a book and its parts. Students
should understand the structure of books and how print is
organized. Students should be able to handle books
appropriately.
Students should know the table of contents is found in front
part of a book.
Within text features, what have students been taught and what
will they be taught in the future?
The words in bold indicate a change from grade to grade. 1-2.7
Use functional text features (including tables of contents).
2-2.7 Use functional text features (including tables of
contents
and glossaries) as sources of information. 3-2.7 Use functional
text features (including tables of contents,
glossaries, and indexes) as sources of information. 4-2.7 Use
functional text features (including tables of contents,
glossaries,
indexes, and appendixes) as sources of information.
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February 5, 2009 2
5-2.7 Use functional text features (including tables of
contents, glossaries, indexes, and appendixes).
6-2.7 Interpret information from functional text features (for
example, tables of contents and glossaries).
When teaching text features (table of contents), what
connections, links, or ties can be made to other indicators?
K-2.5 Understand that headings and print styles (for example,
italics, bold, larger type) provide information to the reader.
K-2.6 Understand graphic features (for example, illustrations
and graphs). K-3.21 Know the parts of a book (including the front
and back covers,
the title, and the authors name).
K-3.22 Carry out left-to-right and top-to-bottom directionality
on the printed page.
K-3.23 Distinguish between letters and words. Classroom
Assessment
Students should be taught and assessed using similar methods.
For example, in this indicator, the verb is recognize. In
kindergarten, text features including tables of
contents may be assessed during one-on-one reading conferences
or during small group or whole class discussions. When students are
assessed, they should be
asked to show what they have learned in the same way they were
taught, using cold text (text the students have not previously
experienced). For example, students may look at a book they have
not seen before and recognize the table of
contents.
Suggested Instructional Resources Professional Texts Harvey,
Stephanie and Anne Goudvis. Nonfiction Matters, Portland, ME:
Stenhouse, 1998.
Harvey, Stephanie, and Anne Goudvis. Strategies That Work.
Portland, ME:
Stenhouse, 2007.
Miller, Debbie. Reading With Meaning: Teaching Comprehension in
the Primary
Grades. Portland, ME: Stenhouse, 2002.
Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons.
New York:
Stenhouse, 2001.
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February 5, 2009 3
Student Texts There are many titles that teachers and students
may select to better understand
text features. Library Media Specialists from the South Carolina
Association of School Librarians (SCASL) are collaborating with the
South Carolina Department of
Education to provide a sampling of texts to match the
indicators. This will continue be a work in progress. Teachers
should collaborate with their library media specialists for
additional suggestions. These titles can be used for read
alouds,
shared reading, and independent reading. While each title on the
list has been read and reviewed by professionals, some of these
titles may not meet the needs of each
classroom environment. Teachers are encouraged to read the texts
prior to using them in class. Use the following link for the SCASL
suggested texts http://scasl.pbwiki.com/ELA+Standards.
Nonprint Materials http://pbskids.org/readingrainbow/
http://readingrockets.org
http://readwritethink.org
http://streaming.discoveryeducation.com
Discovering Language Arts: Nonfiction (Grades K-2).
http://scasl.pbwiki.com/ELA+Standardshttp://pbskids.org/readingrainbow/http://readingrockets.org/http://readwritethink.org/http://streaming.discoveryeducation.com/
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May 27, 2009 1
Standard K-2 The student will read and comprehend a variety of
informational texts in print and nonprint formats.
Students in grade one read informational
(expository/persuasive/argumentative) texts of the following
types:
informational trade books, textbooks and magazine articles. They
also read directions, graphs, and recipes embedded in informational
texts.
The teacher should continue to address earlier indicators as
they apply to more difficult texts.
Indicator K-2.1 Summarize the central idea and details from
informational
texts read aloud. Definition of Revised Blooms Verb
Summarize Abstracting a general theme or major point(s) (e.g.,
Write a short summary of events portrayed on a videotape.)
Explanation of Indicator Central idea is what the writer wants
the reader to understand about the topic of
story or passage in informational text.
Details are the individual bits of information about a subject
or topic. Informational text is text that provides facts, and ideas
that are related to science,
social studies or the world and is classified as a nonfiction
text. It is organized by topic and supporting evidence/details,
whereas literary text is organized by the
structure of a story, poem or drama. The central idea is the
main or most important idea in a piece of informational text. It is
what the author wants you to remember most. Some authors state the
central idea directly. Others expect you to infer it.
Finding the Central Idea
Teaching the strategy of how to find the central idea is
important. Once the subject/topic of the text is discovered, the
central idea (what the author wants the reader to remember) will be
determined by summarizing the details and information.
Subject/Topic +What the author says about the subject
= Central Idea Guidelines for Finding the Central Idea
1. Read the text. 2. Find the topic. (What is this about?)
3. Tell important information and details. 4. What does the
author want you to know?
5. Combine your thinking with the details to determine the big
idea. 6. Retell the information.
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May 27, 2009 2
Instructional Progression of Indicator
The level of difficulty of the text increases at each grade
level. Additionally, some areas of focus for understanding the
central idea differ at each grade level.
What do students need to know before they can understand how to
summarize the central idea based on the supporting evidence?
Students should understand that central idea is the selections
principle point. It is what the author wants the reader to learn.
It is also
important for students to understand summarize. When a student
summarizes, he retells the important details, events, or facts in
his own words. The key to summarizing is picking out only the key
points from
the beginning, middle and end of the text. For example: What is
a detail or key point?
What are important details we can find in the text and/or
illustrations?
What are the important facts, ideas or concepts expressed by
the
author?
Within central idea and supporting evidence, what have students
been taught and what will they be taught in the future?
The words in bold indicate a change from grade to grade. 1-2.1
Summarize the central idea and supporting evidence in an
informational text during classroom discussion. 2-2.1 Analyze
the central idea and supporting evidence in an
informational text during classroom discussion. 3-2.1 Summarize
the evidence that supports the central idea of a
given informational text.
4-2.1 Summarize evidence that supports the central idea of a
given informational text.
5-2.1 Summarize the central idea and supporting evidence of a
given informational text.
6-2.1 Analyze central ideas within and across informational
texts.
7-2.1 Analyze central ideas within and across informational
texts. 8-2.1 Compare/contrast central ideas within and across
informational
texts.
When teaching central idea what connections, links, or ties can
be
made to other indicators and/or content areas? K-1-1 Summarize
the main idea and details from literary texts read
aloud K-1.2 Use pictures and words to make predictions regarding
a story
read aloud.
K-1.3 Understand that a narrator tells the story. K-1.5 Generate
a retelling that identifies the characters and the setting
in a story and relates the important events in sequential
order.
-
May 27, 2009 3
K-1.6 Discuss how the authors choice of words affects the
meaning of the text (for example, yell rather than said)
K-1.7 Use relevant details in summarizing stories read aloud.
K-1.8 Created responses to literary texts through a variety of
methods
(for example, writing, creative dramatics, and the visual and
performing arts).
K-1.10 Explain the cause of an event described in stories read
aloud.
K-2.2 Analyze texts during classroom discussions to make
inferences. K-2.3 Find facts in texts read aloud.
K-2.5 Understand that headings and print styles (for example,
italics, bold, larger type) provide information to the reader.
K-2.8 Explain the cause of an event described in a text read
aloud.
K-2.9 Read independently to gain information. K-3.19 Use prior
knowledge and life experiences to construct meaning
from texts. K-4.2 Generate complete sentences orally. K-4.3 Use
pictures, letters, or words to tell a story from beginning to
end. K-5.2 Use symbols (drawings, letters, and words) to create
narratives
(for example, stories and journal entries) about people, places,
or things.
K-5.3 Use symbols (drawings, letters, and words) to create
descriptions of personal experiences, people, places, or
things.
K-5.4 Use symbols (drawings, letters, and words) to create
written
pieces (for example, simple rhymes) to entertain others K-6.1
Generate how and why questions about a topic of interest.
K-6.2 Recognize that information can be found in print sources
(for example, books, pictures, simple graphs, and charts) and
non-print sources (for example, living and non-living things).
Classroom Assessment
Students should be taught and assessed using similar methods. In
this indicator, the verb is summarize. In kindergarten, students
should be able to summarize in their own words, the
details/information found in the text to show they understand
the
authors central idea. Students should be assessed in the same
way they are taught.. Assessment ideas for kindergarten are:
Teacher observations/questioning Illustrations Classroom
discussions during read alouds, and
Reading and writing conferences
Suggested Instructional Resources Professional Texts Harvey,
Stephanie, and Anne Goudvis, Strategies That Work, Portland,
ME:
Stenhouse, 2007
Portalupi, Joann and Ralph Fletcher, Nonfiction Craft Lessons,
New York: Stenhouse,
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May 27, 2009 4
2001.
Readers Handbook: A Student Guide for Reading and Learning,
Wilmington, MA:
Great Source Education Group, 2002. (Although this is a student
book it has excellent examples of reading strategies and
skills.)
Harvey, Stephanie, and Anne Goudis, The Primary Comprehension
Toolkit,
Portsmouth, NH: firsthand, 2008.
Oczkus, Lori, Interactive Think-Aloud Lessons, New York,
Scholastic, Inc. 2009.
Student Texts There are many titles that teachers and students
may select to better understand organizing writing. Library Media
Specialists from the South Carolina Association of
School Librarians (SCASL) are collaborating with the South
Carolina Department of Education to provide a sampling of texts to
match the indicators. This will continue to
be a work in progress. Teachers should collaborate with their
library media specialists for additional suggestions. These titles
can be used fo