Kentucky State Standards for Language Arts: Grade 5
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
KY.PS. Program of Studies 2006
EL-5-FF. Big Idea: Forming a Foundation (Reading) - Forming a foundation requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading a variety of texts at the word, sentence, and connected text level across all content areas. (Academic Expectations 1.1, 1.2, 1.3, 1.4)
EL-5-FF-U-1. Program of Studies: Understandings - Students will understand that knowing how to apply phonetic principles, context clues, structural analysis, and spelling patterns can help determine unfamiliar words while reading.
EL-5-FF-U-2. Program of Studies: Understandings - Students will understand that fluency involves reading orally and silently with speed, accuracy, proper phrasing and expression, while attending to text features (e.g., punctuation, italics).
EL-5-FF-U-3. Program of Studies: Understandings - Students will understand that developing breadth of vocabulary improves reading comprehension and involves applying knowledge of word meanings and word relationships. The larger the reader's vocabulary, the easier it is to make sense of text.
EL-5-FF-U-4. Program of Studies: Understandings - Students will understand that many words have multiple meanings. Knowledge of syntax/language structure, semantics/meaning, context cues, and the use of resources can help in identifying the intended meaning of words and phrases as they are used in text.
EL-5-FF-S-1. Program of Studies: Skills and Concepts - Students will read grade-appropriate texts with automaticity; read multi-syllabic words using knowledge of sounds, word structure, syllable types, and word patterns; and explain the purpose of capitalization, punctuation, and text features (e.g., boldface type, italics, indentations) to make meaning of a variety of texts
EL-5-FF-S-2. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading
EL-5-FF-S-3. Program of Studies: Skills and Concepts - Students will read grade-appropriate material --0rally and silently --with accuracy and fluency
EL-5-FF-S-4. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand vocabulary and texts:
EL-5-FF-S-4.a) Formulate questions to guide reading (before, during and after reading)
EL-5-FF-S-4.b) Apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages
EL-5-FF-S-4.c) Apply knowledge of synonyms, antonyms, homonyms/homophones, compound words, or differences in meaning to assist comprehension
EL-5-FF-S-4.d) Identify syllables and parts of words (e.g., prefixes, suffixes, base words) and apply the meanings to comprehend unfamiliar words
EL-5-FF-S-4.e) Describe words in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)
EL-5-FF-S-4.f) Scan to find specific key information (e.g., dates, places); skim to get the general meaning of a passage (CC 4.1 RD-05-1.0.7, RD-05-1.0.8)
EL-5-FF-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., dictionaries, glossaries, thesauruses) to identify multiple meanings of words, content-specific meanings of words, and precise use of vocabulary
EL-5-DIU. Big Idea: Developing an Initial Understanding (Reading) - Developing an initial understanding of text requires readers to consider the text as a whole or in a broader perspective. Texts (including multicultural texts) encompass literary and informational texts including expository, persuasive, and procedural texts and documents. Strategies for gaining a broad or literal understanding of print texts can also be applied to non-print texts (e.g., digital, environmental). (Academic Expectations 1.1, 1.2, 1.3, 1.4)
EL-5-DIU-U-1. Program of Studies: Understandings - Students will understand that reading a wide range of print and non-print texts builds an understanding of texts, of themselves, and of different cultures.
EL-5-DIU-U-2. Program of Studies: Understandings - Students will understand that different purposes to read include reading to acquire new information and reading for personal fulfillment. Among these texts are plays, fiction and non-fiction, classic and contemporary works.
EL-5-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-5-DIU-U-4. Program of Studies: Understandings - Students will understand that different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different text genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-5-DIU-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-5-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, classification, logical/sequential) to aid in comprehension
EL-5-DIU-S-3. Program of Studies: Skills and Concepts - Students will describe explicitly stated cause and effect relationships
EL-5-DIU-S-4. Program of Studies: Skills and Concepts - Students will distinguish between fiction and non-fiction texts
EL-5-DIU-S-5. Program of Studies: Skills and Concepts - Students will identify meanings of unfamiliar words and specialized vocabulary (words/terms needed to understand content)
EL-5-DIU-S-6. Program of Studies: Skills and Concepts - Students will paraphrase and summarize (e.g., to show relationships, relative importance of information), or sequence major events or steps in a process if appropriate
EL-5-DIU-S-7. Program of Studies: Skills and Concepts - Students will make text-based inferences; make and check predictions
EL-5-DIU-S-8. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-5-DIU-S-8.a) Describe characters and character traits, major events/plot, setting or problem/solution
EL-5-DIU-S-8.b) Make and check predictions
EL-5-DIU-S-8.c) Identify characteristics of different types of literary texts (e.g., stories, poems, plays, folktales, historical fiction, realistic fiction, mysteries)
EL-5-DIU-S-9. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-5-DIU-S-9.a) Locate key ideas, information, facts or details
EL-5-DIU-S-9.b) Use information to state and support central/main idea
EL-5-DIU-S-9.c) Identify text features (e.g., table of contents, bold and italicized print, headings, index, transitional words/phrases) of different types of informational texts (e.g., directions, invitations, children's magazines, dictionaries, encyclopedias, content trade books)
EL-5-DIU-S-9.d) Read and use functional messages encountered in daily life
EL-5-DIU-S-9.e) Use information from text to accomplish a specific task or answer questions
EL-5-DIU-S-9.f) Use text features and visual information to understand texts
EL-5-IT. Big Idea: Interpreting Text (Reading) - Interpreting text requires readers to extend their initial impressions to develop a more complete understanding of what is read. This involves linking information across parts of a text, as well as focusing on specific information. Texts (including multicultural texts) encompass literary texts and informational texts including expository, persuasive, and procedural texts and documents. Strategies for interpreting print texts can also be applied to non-print texts (e.g., digital, environmental). (Academic Expectations 1.1, 1.2, 1.3, 1.4)
EL-5-IT-U-1. Program of Studies: Understandings - Students will understand that interpretations of text involve linking information across parts of a text and determining importance of the information presented.
EL-5-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions drawn about the message, the information presented, or the author's perspective.
EL-5-IT-U-3. Program of Studies: Understandings - Students will understand that authors make intentional choices that are designed to produce a desired effect on the reader.
EL-5-IT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts
EL-5-IT-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, logical/sequential) to aid comprehension
EL-5-IT-S-3. Program of Studies: Skills and Concepts - Students will use text references to identify and explain author's purpose, author's message (implied or stated), or arguments and supporting evidence
EL-5-IT-S-4. Program of Studies: Skills and Concepts - Students will record and organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizers, outlining)
EL-5-IT-S-5. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-5-IT-S-5.a) Explain a character's actions and interpret possible motives based on a passage
EL-5-IT-S-5.b) Identify problems and explain how conflicts are resolved
EL-5-IT-S-5.c) Identify use of author's craft as appropriate to genre (e.g., rhyme, alliteration, sensory images, simile, description, dialogue)
EL-5-IT-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-5-IT-S-6.a) Distinguish between informative or persuasive passages
EL-5-IT-S-6.b) Identify use of persuasive techniques (e.g., emotional appeal, testimonial, bandwagon, expert opinion)
EL-5-IT-S-6.c) Use evidence/references from the text to state central/main idea and details that support them
EL-5-IT-S-6.d) Distinguish between facts and opinions found in texts
EL-5-IT-S-6.e) Identify information in a passage that is supported by facts
EL-5-IT-S-6.f) Explain the purposes of text features in different types of informational texts
EL-5-RRT. Big Idea: Reflecting and Responding to Text (Reading) - Reflecting and responding to text requires readers to connect knowledge from the text with their own background knowledge and experience. The focus is on how the text relates to personal knowledge. (Academic Expectations 1.1, 1.2, 1.3, 1.4)
EL-5-RRT-U-1. Program of Studies: Understandings - Students will understand that making connections involves thinking beyond the text and applying the text to a variety of situations. Connections may be expressed as comparisons, analogies, inferences, or the synthesis of ideas.
EL-5-RRT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence of applying ideas and making text-to-self, text-to-texts, and texts-to-real world connections.
EL-5-RRT-U-3. Program of Studies: Understandings - Students will understand that reading a wide range of literature by different authors, and from many time periods, cultures, and genres, builds an understanding of the extent of human experience.
EL-5-RRT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts to make connections
EL-5-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on with personal interests
EL-5-RRT-S-3. Program of Studies: Skills and Concepts - Students will generate a personal response to what is read, listened to or viewed:
EL-5-RRT-S-3.a) Relate texts to prior knowledge, personal experiences, other texts, or ideas
EL-5-RRT-S-3.b) Provide text references/evidence to support connections made between text-to-self, text-to-texts, or text-to-world
EL-5-RRT-S-4. Program of Studies: Skills and Concepts - Students will read a wide range of texts, including texts by the same author, about the same subject, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text-to-world)
EL-5-RRT-S-5. Program of Studies: Skills and Concepts - Students will demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and focused discussions about texts
EL-5-DCS. Big Idea: Demonstrating a Critical Stance (Reading) - Demonstrating a critical stance requires readers to consider the text objectively in order to evaluate its quality and appropriateness. It involves a range of tasks, including critical evaluation, comparing and contrasting, and understanding the impact of features, such as irony, humor, and organization. Knowledge of text content and structure is important. (Academic Expectations 1.1, 1.2, 1.3, 1.4, 5.1)
EL-5-DCS-U-1. Program of Studies: Understandings - Students will understand that reading is a process that includes: applying a variety of strategies to comprehend, interpret and evaluate texts; showing evidence of responsible interpretations of texts and examining texts critically.
EL-5-DCS-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support judgments made about why and how the text was developed considering the content, organization and form.
EL-5-DCS-U-3. Program of Studies: Understandings - Students will understand that determining the usefulness of text for a specific purpose, evaluating language and textual elements, and analyzing the author's style are all ways to critically examine texts.
EL-5-DCS-U-4. Program of Studies: Understandings - Students will understand that all citizens need to critically consider messages provided through a variety of media in order to make informed decisions.
EL-5-DCS-S-1. Program of Studies: Skills and Concepts - Students will explain how text features organize information for clarity or for usefulness
EL-5-DCS-S-2. Program of Studies: Skills and Concepts - Students will evaluate what is read based on the author's word choice, sentence variety, content or use of literary elements
EL-5-DCS-S-3. Program of Studies: Skills and Concepts - Students will form and support judgments/opinions about central ideas
EL-5-DCS-S-4. Program of Studies: Skills and Concepts - Students will identify the organizational pattern used (e.g., sentence lengths and structures, paragraphs in prose, verses in poems, transitional devices, transitional cues) and describe how understanding the structure helps to understand the text
EL-5-DCS-S-5. Program of Studies: Skills and Concepts - Students will make connections and synthesize information within and across texts
EL-5-DCS-S-6. Program of Studies: Skills and Concepts - Students will evaluate the accuracy of information presented in texts
EL-5-DCS-S-7. Program of Studies: Skills and Concepts - Students will evaluate connections among evidences and inferences
EL-5-DCS-S-8. Program of Studies: Skills and Concepts - Students will evaluate the quality of evidence used to support or oppose an argument
EL-5-DCS-S-9. Program of Studies: Skills and Concepts - Students will analyze or evaluate the use of persuasive or propaganda techniques
EL-5-DCS-S-10. Program of Studies: Skills and Concepts - Students will recognize faulty reasoning and false premises in an argument
EL-5-WC. Big Idea: Writing Content - To communicate effectively, students should be able to write for a variety of authentic purposes and audiences in a variety of forms, connecting to prior knowledge and the students' understanding of the content. In their writing, students should be able to create a focused purpose and controlling idea and develop ideas adequately considering the purpose, audience and form. (Academic Expectations 1.11)
EL-5-WC-U-1. Program of Studies: Understandings - Students will understand that there are many reasons for all primary students to write, including writing-to-learn, writing-to-demonstrate learning, and writing for authentic purposes and audiences.
EL-5-WC-U-2. Program of Studies: Understandings - Students will understand that different forms of writing are appropriate for different purposes and audiences across the content areas and have different features (e.g., journals, on-demand responses, narratives, articles).
EL-5-WC-U-3. Program of Studies: Understandings - Students will understand that to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.
EL-5-WC-U-4. Program of Studies: Understandings - Students will understand that writing can be used to make meaning of one's own experience, as well as of other information/ ideas.
EL-5-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., learning logs, grammar notebooks)
EL-5-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., on-demand responses, open responses, expository reports)
EL-5-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-5-WC-S-3.a) Communicate about the significance personal experiences and relationships
EL-5-WC-S-3.b) Communicate through authentic literary forms to make meaning about the human condition
EL-5-WC-S-3.c) Communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining, persuading, analyzing)
EL-5-WC-S-3.d) Analyze and communicate reflectively about literacy goals
EL-5-WC-S-3.e) Analyze and address needs of intended audience
EL-5-WC-S-3.f) Adjust the writing style (formal, informal) for intended audience
EL-5-WC-S-4. Program of Studies: Skills and Concepts - Students will communicate purpose, focus, and controlling ideas authentic to the writer
EL-5-WC-S-5. Program of Studies: Skills and Concepts - Students will develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writing
EL-5-WC-S-6. Program of Studies: Skills and Concepts - Students will select and incorporate ideas or information (e.g., from research or reading), explaining reflections or related connections (e.g., identifying relationships and one's own experiences, offering support for conclusions, organizing prior knowledge about a topic)
EL-5-WC-S-7. Program of Studies: Skills and Concepts - Students will communicate understanding of ideas or events from different viewpoints
EL-5-WC-S-8. Program of Studies: Skills and Concepts - Students will provide sufficient details for clear understanding
EL-5-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-5-WS. Big Idea: Writing Structure - To communicate effectively, students should be able to apply knowledge of language and genre structures to organize sentences, paragraphs and whole pieces logically and coherently. (Academic Expectations 1.11)
EL-5-WS-U-1. Program of Studies: Understandings - Students will understand that sentences must be complete and clear. Variety in sentence structure helps to engage the reader and make meaning more clear. Sometimes, unconventional sentence structure is appropriate for an intended effect upon the reader.
EL-5-WS-U-2. Program of Studies: Understandings - Students will understand that different types of structures (e.g., paragraphs, stanzas) are appropriate for different purposes, audiences and different forms of writing. Paragraphs maintain focus on one central idea.
EL-5-WS-U-3. Program of Studies: Understandings - Students will understand that structural elements such as context, meaningful order of ideas, transitional words/phrases and conclusions all help make meaning clear for the reader.
EL-5-WS-S-1. Program of Studies: Skills and Concepts - Students will use complete and correct sentences of various structures and lengths (e.g. simple, compound, complex) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-5-WS-S-2. Program of Studies: Skills and Concepts - Students will develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, question/answer, cause/effect, compare/contrast, chronology)
EL-5-WS-S-3. Program of Studies: Skills and Concepts - Students will establish a context for the reader and a controlling idea in the introduction; develop the piece sufficiently, arrange ideas in meaningful order; and conclude effectively
EL-5-WS-S-4. Program of Studies: Skills and Concepts - Students will create unified and coherent paragraphs; apply paragraph structures (block and indented) consistently and appropriately
EL-5-WS-S-5. Program of Studies: Skills and Concepts - Students will use a variety of transitions (e.g. time, order of sequence) and/or transitional elements (e.g., white space, ellipses) effectively
EL-5-WS-S-6. Program of Studies: Skills and Concepts - Students will apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience
EL-5 -WS-S-7. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., numbering, bullets, subheadings, white space, pictures, labels, diagrams, charts, embedded visuals, shape in poetry) to enhance clarity and meaning
EL-5-WV. Big Idea: Writing Conventions - To communicate effectively, students should be able to apply knowledge of language conventions and have control over standard grammar and usage. Students should be able to choose precise language appropriate to the purpose. (Academic Expectations 1.11)
EL-5-WV-U-1. Program of Studies: Understandings - Students will understand that writers need to choose their language with care, depending on the content, purpose and audience.
EL-5-WV-U-2. Program of Studies: Understandings - Students will understand that language should be concise and precise. Strong verbs and nouns, concrete details and sensory language help make meaning clear to the reader.
EL-5-WV-U-3. Program of Studies: Understandings - Students will understand that standard grammar and usage are important in making meaning clear to the reader; nonstandard grammar may be used for intended effect.
EL-5-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to use correct spelling, punctuation and capitalization.
EL-5-WV-U-5. Program of Studies: Understandings - Students will understand that writers need to document sources /give credit for the ideas of others.
EL-5-WV-S-1. Program of Studies: Skills and Concepts - Students will choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, strong nouns and verbs, concrete and sensory details, figurative language - simple metaphors, personification)
EL-5-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-5-WV-S-3. Program of Studies: Skills and Concepts - Students will apply correct grammar skills (e.g., complete sentences, various sentence structures, subject/verb agreement, pronoun antecedent agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., can/may, choose/chose)
EL-5-WV-S-4. Program of Studies: Skills and Concepts - Students will use resources (e.g., dictionary, glossary, word processing programs) to apply knowledge of spelling rules to correct spelling in final drafts
EL-4-WV-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., word processing programs, handbooks) to adhere to standard guidelines for grammar, usage and mechanics
EL-5-WV-S-6. Program of Studies: Skills and Concepts - Students will document ideas from outside sources (e.g., citing authors or titles within the text; listing sources) when paraphrasing, summarizing, quoting or using graphics
EL-5-WP. Big Idea: Writing Process - To communicate effectively, students should engage in the various stages of the writing process including focusing, prewriting, drafting, revising, editing, publishing and reflecting. The writing process is recursive; different writers engage in the process differently and proceed through the stages at different rates. (Academic Expectations 1.11)
EL-5-WP-U-1. Program of Studies: Understandings - Students will understand that the writing process is a helpful tool in constructing and demonstrating meaning of content (whether personal expressive, literary, academic or practical) through writing.
EL-5-WP-U-2. Program of Studies: Understandings - Students will understand that the stages are sometimes recursive (e.g., In the process of revising, a writer sometimes returns to earlier stages of the process).
EL-5-WP-U-3. Program of Studies: Understandings - Students will understand that writers work through the process at different rates. Often, the process is enhanced by conferencing with others.
EL-5-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-5-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-5-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-5-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print and non-print sources, note-taking, interviewing, observation, surveying, imagining and creating novel ideas)
EL-5-WP-S-2.c) Organize and present ideas by taking notes, quoting, paraphrasing, summarizing
EL-5-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-5-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images) in addition to written communication
EL-5-WP-S-3.b) Logically introduce and incorporate quotes
EL-5-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-5-WP-S-4.a) Reflect on own writing
EL-5-WP-S-4.b) Confer with peers and other writing conferencing partners to critically analyze one's own work and the work of others
EL-5-WP-S-4.c) Confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is clear for intended audience, then make revisions
EL-5-WP-S-4.d) Identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most specific words available
EL-5-WP-S-5. Program of Studies: Skills and Concepts - Students will edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sources
EL-5-WP-S-6. Program of Studies: Skills and Concepts - Students will publish to produce products for intended audience:
EL-5-WP-S-6.a) Present written material using basic software programs and graphics when developmentally appropriate (e.g., charts, tables)
EL-5-WP-S-6.b) Present final work in a neat, legible form
EL-5-WP-S-7. Program of Studies: Skills and Concepts - Students will reflect and evaluate personal progress and skills in writing
KY.AE. Academic Expectation
AE.1. Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.
1.1. Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.
1.2. Students make sense of the variety of materials they read.
1.3. Students make sense of the various things they observe.
1.4. Students make sense of the various messages to which they listen.
1.5.-1.9. Students use mathematical ideas and procedures to communicate, reason, and solve problems.
1.10. Students organize information through development and use of classification rules and systems.
1.11. Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.12. Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13. Students make sense of ideas and communicate ideas with the visual arts.
1.14. Students make sense of ideas and communicate ideas with music.
1.15. Students make sense of and communicate ideas with movement.
1.16. Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.
KY.CC. Core Content for Assessment v.4.1
RD-05-1. Reading - Forming a Foundation for Reading: Requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading at the word, sentence and connected text levels across content areas that include multicultural texts.
RD-05-1.0.1. Students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations and meanings of words in passages.
RD-05-1.0.2. Students will use knowledge of synonyms, antonyms or compound words for comprehension. DOK 2
RD-05-1.0.3. Students will identify words have multiple meanings and select the appropriate meaning for the context. DOK 2
RD-05-1.0.4. Students will apply the meanings of common prefixes or suffixes to comprehend unfamiliar words. DOK 2
RD-05-1.0.5. Students will identify the purpose of capitalization, punctuation, boldface type, italics or indentations to make meaning of the text. DOK 1
RD-05-1.0.6. Students will formulate questions to guide reading.
RD-05-1.0.7. Students will scan to find key information.
RD-05-1.0.8. Students will skim to get the general meaning of a passage.
RD-05-2. Reading - Developing an Initial Understanding: Requires readers to consider the text as a whole or in a broader perspective to develop an initial understanding.
RD-05-2.0.1. Students will identify and describe the characteristics of fiction, nonfiction, poetry or plays. DOK 2
RD-05-2.0.2. Students will identify or explain literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage. DOK 3
RD-05-2.0.3. Students will locate key ideas or information in a passage. DOK 1
RD-05-2.0.4. Students will interpret the meaning of specialized vocabulary (words and terms specific to understanding the content).
RD-05-2.0.5. Students will identify and explain the sequence of activities needed to carry out a procedure.
RD-05-2.0.6. Students will summarize information from a passage.
RD-05-2.0.7. Students will make inferences or draw conclusions based on what is read. DOK 3
RD-05-3. Reading - Interpreting Text: Requires readers to extend their initial impressions to develop a more complete understanding of what is read. This involves linking information across parts of a text as well as focusing on specific information.
RD-05-3.0.1. Students will explain a character's or speaker's actions based on a passage. DOK 3
RD-05-3.0.2. Students will explain how a conflict in a passage is resolved. DOK 3
RD-05-3.0.3. Students will identify an author's purpose in a passage. DOK 2
RD-05-3.0.4. Students will identify main ideas and details that support them. DOK 3
RD-05-3.0.5. Students will identify fact or opinion from a passage.
RD-05-3.0.6. Students will identify the argument and supporting evidence. DOK 2
RD-05-3.0.7. Students will identify an author's opinion (bias, misinformation) about a subject. DOK 2
RD-05-3.0.8. Students will identify informative or persuasive passages.
RD-05-3.0.9. Students will identify commonly used persuasive techniques ( bandwagon, emotional appeal, testimonial, expert opinion) used in a passage. DOK 2
RD-05-4. Reading - Reflecting and Responding to Text: Requires readers to connect knowledge from the text with their own background knowledge. The focus is on how the text relates to personal knowledge.
RD-05-4.0.1. Students will connect information from a passage to students' lives (text-to-self), real world issues (text-to-world) or other texts (text-to-text - e.g., novel, short story, song, film, website, etc.).
RD-05-5. Reading - Demonstrating a Critical Stance: Requires readers to consider the text objectively. It involves a range of tasks, including critical evaluation, comparing and contrasting, and understanding the impact of features such as irony, humor and organization.
RD-05-5.0.1. Students will evaluate what is read based on the author's word choice, content or use of literary elements. DOK 3
RD-05-5.0.2. Students will identify literary devices such as foreshadowing, imagery or figurative language ( similes, metaphors, personification, hyperbole). DOK 2
RD-05-5.0.3. Students will identify text features (e.g., pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, diagrams, headings) to answer questions about a passage. DOK 2
RD-05-5.0.4. Students will identify organizational pattern used (e.g., sequence, cause and effect or comparison and contrast) to understand the passage. DOK 2
WR-05-1. Writing - Writing Content: To communicate effectively, students should be able to write for a variety of authentic purposes and audiences in a variety of forms connecting to prior knowledge and the students' understanding of the content. In their writing, students should be able to create a focused purpose and controlling idea and develop ideas adequately considering the purpose, audience and form.
WR-05-1.1.0. Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by: Narrowing the topic to present an idea or theme; Choosing a perspective authentic to the writer; Analyzing and addressing the needs of the intended audience; Adhering to the characteristics of the form; Applying a suitable tone; Allowing voice to emerge when appropriate. DOK 4
WR-05-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-05-1.1.1b. In Reflective Writing, students will address needs of the intended audience.
WR-05-1.1.1c. In Reflective Writing, students will sustain a suitable tone or appropriate voice .
WR-05-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's life experience by narrating about life events or relationships.
WR-05-1.1.2b. In Personal Expressive Writing, students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay).
WR-05-1.1.2c. In Personal Expressive Writing, students will create a point of view.
WR-05-1.1.2d. In Personal Expressive Writing, students will sustain a suitable tone or appropriate voice.
WR-05-1.1.2e. In Literary Writing, students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image, or showing an extraordinary perception of the ordinary.
WR-05-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-05-1.1.2g. In Literary Writing, students will create a point of view.
WR-05-1.1.2h. In Literary Writing, students will use a suitable tone or appropriate voice.
WR-05-1.1.2i. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-05-1.1.3a. In Transactive Writing, students will communicate a purpose through informing, persuading, or analyzing.
WR-05-1.1.3b. In Transactive Writing, students will develop an effective angle to achieve purpose.
WR-05-1.1.3c. In Transactive Writing, students will communicate as an informed writer to clarify what the reader should know, do, or believe as a result of reading the piece.
WR-05-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article).
WR-05-1.1.3e. In Transactive Writing, students will sustain a suitable tone
WR-05-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-05-1.2.0. Idea Development/Support: Students will support main ideas and deepen the audience's understanding of purpose by: Developing logical, justified, and suitable explanations; Providing relevant elaboration; Explaining related connections or reflections; Applying idea development strategies appropriate for the form. DOK 4
WR-05-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-05-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies, processes or areas of growth.
WR-05-1.2.1c. In Reflective Writing, students will explain own decisions about literacy goals.
WR-05-1.2.1d. In Reflective Writing, students will identify own strengths and areas for growth.
WR-05-1.2.1e. In Reflective Writing, students will support claims about self.
WR-05-1.2.2a. In Personal Expressive/Literary Writing, students will communicate main idea through use of literary elements appropriate to the genre: Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions, or dialogue when appropriate; Students will develop plot/story line appropriate to the form; Students will develop an appropriate setting, mood, scene, image, or feeling.
WR-05-1.2.2b. In Personal Expressive/Literary Writing, students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate.
WR-05-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate reflection when appropriate.
WR-05-1.2.3a. In Transactive Writing, students will communicate relevant information to clarify a specific purpose.
WR-05-1.2.3b. In Transactive Writing, students will develop an angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals.)
WR-05-1.2.3c. In Transactive Writing, students will develop explanations to support the writer's purpose.
WR-05-1.2.3d. In Transactive Writing, students will apply research to support ideas with facts and opinions.
WR-05-1.2.3e. In Transactive Writing, students will incorporate persuasive techniques when appropriate (e.g., bandwagon, emotional appeal, testimonial, expert opinion).
WR-05-2. Writing - Writing Structure: To communicate effectively, students should be able to apply knowledge of language and genre structures to organize sentences, paragraphs and whole pieces logically and coherently.
WR-05-2.3.0. Organization: Students will create unity and coherence to accomplish the focused purpose by: Engaging the audience; Establishing a context for reading when appropriate; Communicating ideas and support in a meaningful order; Applying transitions and transitional elements to guide the reader through the piece; Developing effective closure. DOK 3
WR-05-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-05-2.3.1b. In Reflective Writing, students will communicate ideas and details in meaningful order.
WR-05-2.3.1c. In Reflective Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-05-2.3.1d. In Reflective Writing, students will apply paragraphing effectively.
WR-05-2.3.1e. In Reflective Writing, students will create conclusions effectively.
WR-05-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-05-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in meaningful order.
WR-05-2.3.2c. In Personal Expressive/Literary Writing, students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
WR-05-2.3.2d. In Personal Expressive/Literary Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-05-2.3.2e. In Personal Expressive/Literary Writing, students will apply paragraphing effectively.
WR-05-2.3.2f. In Personal Expressive/Literary Writing, students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks, and shape.
WR-05-2.3.2g. In Personal Expressive/Literary Writing, students will create conclusions effectively.
WR-05-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-05-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-05-2.3.3c. In Transactive Writing, students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose.
WR-05-2.3.3d. In Transactive Writing, students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details.
WR-05-2.3.3e. In Transactive Writing, students will apply paragraphing effectively.
WR-05-2.3.3f. In Transactive Writing, students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
WR-05-2.3.3g. In Transactive Writing, students will create conclusions effectively.
WR-05-2.4.0. Sentence Structure: Students will create effective sentences by: Applying a variety of structures and lengths; Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate. DOK 3
WR-05-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths throughout the piece.
WR-05-2.4.1b. In Reflective Writing, students will develop complete sentences or apply unconventional structures when appropriate.
WR-05-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths.
WR-05-2.4.2b. In Personal Expressive/Literary Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-05-2.4.2c. In Personal Expressive/Literary Writing, students will arrange poetic language in meaningful order.
WR-05-2.4.2d. In Personal Expressive/Literary Writing, students will apply poetic line breaks effectively.
WR-05-2.4.3a. In Transactive Writing, students will develop complete, concise sentences or apply unconventional structures when appropriate.
WR-05-3. Writing - Writing Conventions: To communicate effectively, students should be able to apply knowledge of language conventions and have control over standard grammar and usage. Students should be able to choose precise language appropriate to the purpose.
WR-05-3.5.0. Language: Students will exemplify effective language choices by: Applying correct grammar and usage; Applying concise use of language; Incorporating strong verbs, precise nouns, concrete details, and sensory details; Applying language appropriate to the content, purpose, and audience. DOK 2
WR-05-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage.
WR-05-3.5.1b. In Reflective Writing, students will apply language concisely.
WR-05-3.5.1c. In Reflective Writing, students will incorporate language appropriate to the content, purpose, and audience.
WR-05-3.5.2a. In Personal Expressive/Literary Writing, students will adhere to standard guidelines for grammar and usage or apply nonstandard when appropriate for effect.
WR-05-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy, precision, richness, or impact on the reader.
WR-05-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-05-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for grammar and usage.
WR-05-3.5.3b. In Transactive Writing, students will apply precise word choice.
WR-05-3.5.3c. In Transactive Writing, students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-05-3.6.0. Correctness: Students will communicate clearly by: Applying correct spelling; Applying correct punctuation; Applying correct capitalization; Incorporating acceptable departure from standard correctness to enhance meaning when appropriate; Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources). DOK 2
WR-05-4. Writing - Writing Process: To communicate effectively, students should engage in the various stages of the writing process including focusing, prewriting, drafting, revising, editing, publishing and reflecting. The writing process is recursive; different writers engage in the process differently and proceed through the stages at different rates.
WR-05-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning to write; Initiating an authentic reason to write; Thinking about a subject, an experience, a question, an issue, or a problem to determine a meaningful reason to write.
WR-05-4.8.0. Prewriting: Selecting/narrowing topic; Establishing a purpose and central/controlling idea or focus; Identifying and analyzing the audience; Determining the most appropriate form to meet the needs of purpose and audience; Generating ideas (e.g., reading, journaling, mapping, webbing, note taking, interviewing, researching, writing-to-learn activities; Organizing ideas-examining other models of good writing, appropriate text structures to match purpose, various ways to organize information.
WR-05-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating ideas, exploring sentence variety and language use.
WR-05-4.10.0. Revising (Content/Ideas): Reflecting to determine where to add, delete, rearrange, define/refine, or elaborate content; Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine or elaborate content; Checking for accuracy of content; Considering voice, tone, style, intended audience, coherence, transitions; Comparing with rubric criteria and anchor papers/models; Considering effectiveness of language usage and sentences to communicate ideas.
WR-05-4.10.4. Revising Skills - Idea Development: Students will identify the topic sentence/main idea of a paragraph. DOK 2
WR-05-4.10.5. Revising Skills - Idea Development: Students will select appropriate supporting details. DOK 2
WR-05.4.10.6. Revising Skills - Idea Development: Students will identify extraneous materials. DOK 2
WR-05-4.10.7. Revising Skills - Organization: Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position. DOK 2
WR-05-4.10.8. Revising Skills - Organization: Students will identify the most effective transitions. DOK 2
WR-05-4.10.9. Revising Skills - Organization: Students will develop effective introductions and closures for writing. DOK 2
WR-05-4.10.10. Revising Skills - Word Choice: Students will eliminate redundant words and phrases. DOK 2
WR-05-4.10.11. Revising Skills - Word Choice: Students will choose the most specific word for use in a sentence. DOK 2
WR-05-4.11.0. Editing (Conventions and Mechanics): Checking for correctness (Language usage; Sentence structure; Spelling; Capitalization; Punctuation; Documentation of sources); Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks).
WR-05-4.11.12. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects. DOK 1
WR-05-4.11.13. Editing Skills - Language Usage: Students will apply knowledge of present, past, and future verb tenses. DOK 1
WR-05-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs. DOK 1
WR-05-4.11.15. Editing Skills - Language Usage: Students will apply knowledge of special problems in usage (e.g. a/an, to/two/too, their/ there/they're), pronoun references and double negatives. DOK 1
WR-05-4.11.16. Editing Skills - Sentence Structure: Students will correct run-on or awkward sentences. DOK 1
WR-05-4.11.17. Editing Skills - Sentence Structure: Students will correct sentence fragments. DOK 1
WR-05-4.11.18. Editing Skills - Sentence Structure: Students will combine short, choppy sentences effectively. DOK 2
WR-05-4.11.19. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words. DOK 1
WR-05-4.11.20. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words. DOK 1
WR-05-4.11.21. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions. DOK 1
WR-05-4.11.22. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings. DOK 1
WR-05-4.11.23. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names, days, months). DOK 1
WR-05-4.11.24. Editing Skills - Capitalization: Students will capitalize the beginning of sentences. DOK 1
WR-05-4.11.25. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'. DOK 1
WR-05-4.11.26. Editing Skills - Capitalization: Students will capitalize proper adjectives. DOK 1
WR-05-4.11.27. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate. DOK 1
WR-05-4.11.28. Editing Skills - Capitalization: Students will capitalize the first word and every succeeding main word in a title. DOK 1
WR-05-4.11.29. Editing Skills - Punctuation: Students will correctly punctuate declarative, exclamatory, interrogative, and imperative sentences. DOK 1
WR-05-4.11.30. Editing Skills - Punctuation: Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a letter. DOK 1
WR-05-4.11.31. Editing Skills - Punctuation: Students will use beginning and ending quotation marks in dialogue. DOK 1
WR-05-4.11.32. Editing Skills - Punctuation: Students will use apostrophes in possessives and contractions. DOK 1
WR-05-4.11.33. Editing Skills - Punctuation: Students will use periods in abbreviations and acronyms. DOK 1
WR-05-4.11.34. Editing Skills - Documentation: Students will document use of sources
WR-05-4.12.0. Publishing: Sharing final piece with intended audience
WR-05-4.13.0. Reflecting: Reflecting upon goals as a writer; progress and growth as a writer; who or what has influenced progress and growth; approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing).