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Topic: Organizing information and ideas 

Engineering Education

 Standard 14.  Uses the design process to solve problems
  Level IV (Grade 9-12)
   Benchmark 2.Uses a variety of verbal and graphic techniques to present conclusions
    Knowledge/skill statements
     1.Uses a variety of verbal techniques to present conclusions

Language Arts

 Standard 1.  Uses the general skills and strategies of the writing process
  Level I (Grade K-2)
   Benchmark 5.Uses strategies to organize written work (e.g., includes a beginning, middle, and ending; uses a sequence of events)
    Knowledge/skill statements
     1.Uses a sequence of events in written work
     2.Includes a beginning in written work
     3.Includes a middle in written work
     4.Includes an ending in written work
  Level II (Grade 3-5)
   Benchmark 1.Prewriting: Uses prewriting strategies to plan written work (e.g., uses graphic organizers, story maps, and webs; groups related ideas; takes notes; brainstorms ideas; organizes information according to type and purpose of writing)
    Knowledge/skill statements
     1.Organizes information according to the purpose of the writing
     2.Uses graphic organizers to plan written work
     3.Uses story maps to plan written work
     4.Uses webs to plan written work
     5.Groups related ideas
     8.Organizes information according to the type of writing
   Benchmark 5.Uses strategies (e.g., adapts focus, organization, point of view; determines knowledge and interests of audience) to write for different audiences (e.g., self, peers, teachers, adults)
    Knowledge/skill statements
     11.Uses organization to write for different audiences
     12.Uses organization to write for self
     13.Uses organization to write for peers
     14.Uses organization to write for teachers
     15.Uses organization to write for adults
   Benchmark 6.Uses strategies (e.g., adapts focus, point of view, organization, form) to write for a variety of purposes (e.g., to inform, entertain, explain, describe, record ideas)
    Knowledge/skill statements
     19.Uses organization to write for a variety of purposes
     20.Uses organization when writing to inform
     21.Uses organization when writing to entertain
     22.Uses organization when writing to explain
     23.Uses organization when writing to describe
     24.Uses organization when writing to record ideas
   Benchmark 8.Writes narrative accounts, such as poems and stories (e.g., establishes a context that enables the reader to imagine the event or experience; develops characters, setting, and plot; creates an organizing structure; uses transitions to sequence events; uses concrete sensory details; uses strategies such as dialogue, tension, and suspense; uses an identifiable voice)
    Knowledge/skill statements
     8.Creates an organizing structure
     9.Sequences events
     10.Uses transitions to sequence events
  Level III (Grade 6-8)
   Benchmark 2.Drafting and Revising: Uses a variety of strategies to draft and revise written work (e.g., analyzes and clarifies meaning, makes structural and syntactical changes, uses an organizational scheme, uses sensory words and figurative language, rethinks and rewrites for different audiences and purposes, checks for a consistent point of view and for transitions between paragraphs, uses direct feedback to revise compositions, eliminates redundancy in writing)
    Knowledge/skill statements
     7.Uses organizational scheme in own writing during drafting and revision
   Benchmark 5.Uses content, style, and structure (e.g., formal or informal language, genre, organization) appropriate for specific audiences (e.g., public, private) and purposes (e.g., to entertain, to influence, to inform)
    Knowledge/skill statements
     1.Uses a written structure appropriate for specific audiences
     7.Uses organization appropriate for specific audiences
     8.Uses structure appropriate for specific purposes
     14.Uses organization appropriate for specific purposes
     27.Uses organization appropriate for public audiences
     28.Uses organization appropriate for private audiences
     47.Uses organization appropriate to entertain
     48.Uses organization appropriate to influence
     49.Uses organization appropriate to inform
   Benchmark 6.Writes expository compositions (e.g., states a thesis or purpose; presents information that reflects knowledge about the topic of the report; organizes and presents information in a logical manner, including an introduction and conclusion; uses own words to develop ideas; uses common expository structures and features, such as compare-contrast or problem-solution)
    Knowledge/skill statements
     4.Organizes information in a logical manner in expository writing
     5.Presents information in a logical manner in expository writing
     6.Includes an introduction in expository writing
     7.Includes a conclusion in expository writing
     9.Uses common expository structures
     11.Uses a compare-contrast structure in expository writing
     12.Uses a problem-solution structure in expository writing
   Benchmark 7.Writes narrative accounts, such as short stories (e.g., engages the reader by establishing a context and otherwise developing reader interest; establishes a situation, plot, persona, point of view, setting, conflict, and resolution; develops complex characters; creates an organizational structure that uses appropriate pacing, transitions to sequence events, and balances and unifies all narrative aspects of the story; uses a range of strategies and literary devices such as dialogue, tension, suspense, figurative language, and specific narrative action such as movement, gestures, and expressions; reveals a specific theme)
    Knowledge/skill statements
     11.Creates an organizational structure that balances the narrative aspects of the story
     12.Creates an organizational structure that unifies the narrative aspects of the story
     22.Creates an organizational structure that uses appropriate pacing
     23.Creates an organizational structure that uses transitions to sequence events
   Benchmark 10.Writes persuasive compositions (e.g., engages the reader by establishing a context, creating a persona, and otherwise developing reader interest; develops a controlling idea that conveys a judgment; creates and organizes a structure appropriate to the needs and interests of a specific audience; arranges details, reasons, examples, and/or anecdotes persuasively; excludes information and arguments that are irrelevant; anticipates and addresses reader concerns and counter arguments; supports arguments with detailed evidence, citing sources of information as appropriate)
    Knowledge/skill statements
     6.Organizes a structure appropriate to the needs of the audience
     7.Organizes a structure appropriate to the interests of the audience
     8.Arranges details persuasively
     9.Arranges reasons persuasively
     10.Arranges examples persuasively
     11.Arranges anecdotes persuasively
  Level IV (Grade 9-12)
   Benchmark 2.Drafting and Revising: Uses a variety of strategies to draft and revise written work (e.g., highlights individual voice; rethinks content, organization, and style; checks accuracy and depth of information; redrafts for readability and needs of readers; reviews writing to ensure that content and linguistic structures are consistent with purpose)
    Knowledge/skill statements
     5.Rethinks organization
   Benchmark 7.Writes expository compositions (e.g., synthesizes and organizes information from first- and second-hand sources, including books, magazines, computer data banks, and the community; uses a variety of techniques to develop the main idea [names, describes, or differentiates parts; compares or contrasts; uses cause-and-effect reasoning; examines the history of a subject; cites an anecdote to provide an example; illustrates through a scenario; provides interesting facts about the subject]; distinguishes relative importance of facts, data, and ideas; uses domain-specific vocabulary, such as appropriate technical terms and notations; provides concluding statement that articulates implications or significance of the topic)
    Knowledge/skill statements
     3.Organizes information from first-hand sources
     4.Organizes information from second-hand sources
     9.Organizes information from books
     10.Organizes information from magazines
     11.Organizes information from computer data banks
     12.Organizes information from community
     19.Uses cause-and-effect reasoning to develop main idea
     24.Distinguishes relative importance of facts
     25.Distinguishes relative importance of data
     26.Distinguishes relative importance of ideas
   Benchmark 13.Uses appropriate strategies (e.g., organizational pattern, format, language, tone) to write personal and business correspondence (e.g., informal letters, memos, job application letters, resumes)
    Knowledge/skill statements
     3.Uses organizational patterns to write personal correspondence
 Standard 2.  Uses the stylistic and rhetorical aspects of writing
  Level II (Grade 3-5)
   Benchmark 2.Uses paragraph form in writing (e.g., indents the first word of a paragraph, uses topic sentences, recognizes a paragraph as a group of sentences about one main idea, uses an introductory and concluding paragraph, writes several related paragraphs)
    Knowledge/skill statements
     1.Writes several related paragraphs
     2.Indents the first word of a paragraph
     3.Uses topic sentences
     4.Recognizes a paragraph as a group of sentences about one main idea
     5.Uses an introductory paragraph
     6.Uses a concluding paragraph
  Level III (Grade 6-8)
   Benchmark 2.Uses paragraph form in writing (e.g., arranges sentences in sequential order, uses supporting and follow-up sentences, establishes coherence within and among paragraphs)
    Knowledge/skill statements
     1.Establishes coherence among paragraphs
     2.Arranges sentences in sequential order in a paragraph
     3.Uses supporting sentences in paragraph
     4.Uses follow-up sentences in paragraph
     5.Establishes coherence within paragraph
  Level IV (Grade 9-12)
   Benchmark 2.Uses paragraph form in writing (e.g., arranges paragraphs into a logical progression, uses clincher or closing sentences)
    Knowledge/skill statements
     1.Arranges paragraphs into a logical progression
     2.Uses clincher sentences
     3.Uses closing sentences
   Benchmark 6.Organizes ideas to achieve cohesion in writing
    Knowledge/skill statements
     1.Understands the concept of cohesion in writing
 Standard 4.  Gathers and uses information for research purposes
  Level II (Grade 3-5)
   Benchmark 1.Uses a variety of strategies to plan research (e.g., identifies possible topic by brainstorming, listing questions, using idea webs; organizes prior knowledge about a topic; develops a course of action; determines how to locate necessary information)
    Knowledge/skill statements
     5.Organizes prior knowledge about topic
   Benchmark 7.Uses strategies to gather and record information for research topics (e.g., uses notes, maps, charts, graphs, tables, and other graphic organizers; paraphrases and summarizes information; gathers direct quotes; provides narrative descriptions)
    Knowledge/skill statements
     2.Uses strategies to record information for research topics
     3.Uses notes to record information appropriate to grades 3-5
     8.Uses graphic organizers to record information
  Level III (Grade 6-8)
   Benchmark 3.Organizes information and ideas from multiple sources in systematic ways (e.g., time lines, outlines, notes, graphic representations)
    Knowledge/skill statements
     1.Uses graphic representations to organize information and ideas
     2.Uses time lines to organize information and ideas from multiple sources
     3.Uses outlines to organize information and ideas from multiple sources
     4.Organizes notes from multiple sources in systematic ways
  Level IV (Grade 9-12)
   Benchmark 1.Uses appropriate research methodology (e.g., formulates questions and refines topics, develops a plan for research; organizes what is known about a topic; uses appropriate research methods, such as questionnaires, experiments, field studies; collects information to narrow and develop a topic and support a thesis)
    Knowledge/skill statements
     5.Organizes what is known about the topic
 Standard 8.  Uses listening and speaking strategies for different purposes
  Level II (Grade 3-5)
   Benchmark 10.Organizes ideas for oral presentations (e.g., uses an introduction and conclusion; uses notes or other memory aids; organizes ideas around major points, in sequence, or chronologically; uses traditional structures, such as cause-and-effect, similarity and difference, posing and answering a question; uses details, examples, and anecdotes to clarify information)
    Knowledge/skill statements
     1.Uses an introduction in oral presentations
     2.Uses a conclusion in oral presentations
     3.Uses notes for oral presentations appropriate to grades 3-5
     5.Organizes ideas around major points in a sequence in oral presentations
     6.Organizes ideas around major points chronologically in oral presentations
     7.Uses traditional structures to organize ideas in oral presentations
     9.Uses similarity to organize ideas in oral presentations
     10.Uses differences to organize ideas in oral presentations
     11.Poses and answers questions as a method of organizing ideas in oral presentations
  Level III (Grade 6-8)
   Benchmark 3.Uses strategies to enhance listening comprehension (e.g., takes notes; organizes, summarizes, and paraphrases spoken ideas and details)
    Knowledge/skill statements
     2.Organizes spoken ideas to enhance listening comprehension
     5.Organizes spoken details to enhance listening comprehension
   Benchmark 6.Makes oral presentations to the class (e.g., uses notes and outlines; uses organizational pattern that includes preview, introduction, body, transitions, conclusion; uses a clear point of view; uses evidence and arguments to support opinions; uses visual media)
    Knowledge/skill statements
     3.Uses organizational pattern that includes a preview in oral presentations
     4.Uses organizational pattern that includes an introduction in oral presentations
     5.Uses organizational pattern that includes a body in oral presentations
     6.Uses organizational pattern that includes transitions in oral presentations
     7.Uses organizational pattern that includes a conclusion in oral presentations
     8.Uses a clear point of view in oral presentations
  Level IV (Grade 9-12)
   Benchmark 3.Uses a variety of strategies to enhance listening comprehension (e.g., focuses attention on message, monitors message for clarity and understanding, asks relevant questions, provides verbal and nonverbal feedback,notes cues such as change of pace or particular words that indicate a new point is about to be made; uses abbreviation system to record information quickly; selects and organizes essential information; summarizes points of agreement and disagreement in discussion)
    Knowledge/skill statements
     11.Organizes essential information
     12.Summarizes points of agreement in discussion
     13.Summarizes points of disagreement in discussion
   Benchmark 6.Makes multimedia presentations using text, images, and sound (e.g., selects the appropriate medium, such as television broadcast, videos, web pages, films, newspapers, magazines, CD-ROMS, Internet, computer-media-generated images ; edits and monitors for quality; organizes, writes, and designs media messages for specific purposes)
    Knowledge/skill statements
     16.Organizes media messages for specific purposes
   Benchmark 8.Responds to questions and feedback about contributions to discussions and formal presentations (e.g., clarifies and defends ideas, expands on a topic, uses logical arguments, modifies organization, sets goals for future presentations)
    Knowledge/skill statements
     3.Responds to questions about contributions to discussions
     4.Responds to feedback about contributions to discussions
     9.Modifies organization