Kentucky State Standards for Language Arts:
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-P-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-P-FF-U-1. Program of Studies: Understandings - Students will understand that knowing how letters are linked to sounds to form letter-sound correspondence and spelling patterns can help determine unfamiliar words while reading.
EL-P-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-P-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-P-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-P-FF-S-1. Program of Studies: Skills and Concepts - Students will demonstrate an understanding of concepts of print, phonological awareness, and word identification strategies by:
EL-P-FF-S-1.a) Distinguishing between printed letters and words, following text (e.g., one-to-0ne match of spoken words to print), finding key parts of books; identifying purposes of capitalization, punctuation, and text features (e.g., boldface type, italics, indentations) to make meaning of the text
EL-P-FF-S-1.b) Recognizing, isolating, and combining sounds to make words, identifying syllables and parts of words (prefixes, suffixes)
EL-P-FF-S-1.c) Reading high-frequency/grade-appropriate words with automaticity, identifying and reading single and multi-syllabic words using knowledge of sounds, word structure, syllable types, and word patterns producing rhyming words and recognize pairs of rhyming words
EL-P-FF-S-1.d) Recognizing irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings and common word endings
EL-P-FF-S-1.e) Using onsets (in a word, the sound of the letter or letters preceding the first vowel - sit) and rimes (the first vowel and remaining part of the word - sit) to create new words that include blends and digraphs
EL-P-FF-S-2. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading (e.g., using pictures, syntax, predictive language to predict upcoming words and text, monitoring own reading, self-correcting, confirming meaning, adjusting pace of reading or rereading to acquire meaning, previewing text selections)
EL-P-FF-S-3. Program of Studies: Skills and Concepts - Students will read grade-appropriate material - orally and silently - with accuracy and fluency
EL-P-FF-S-4. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary
EL-P-FF-S-4.a) Formulate questions to guide reading (before, during and after reading)
EL-P-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-P-FF-S-4.c) Use context clues to identify the correct meaning as the word is used
EL-P-FF-S-4.d) Apply knowledge of synonyms, antonyms, homonyms/homophones, or compound words to assist comprehension
EL-P-FF-S-4.e) Apply the meanings of common prefixes or suffixes to comprehend unfamiliar words
EL-P-FF-S-4.f) Organize words by categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)
EL-P-FF-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., picture dictionaries, dictionaries, glossaries) to determine correct spelling of words and to identify multiple meanings of words and content-specific meanings of words
EL-P-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 (expository, persuasive, 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-P-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-P-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-P-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-P-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 genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-P-DIU-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying and literal questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-P-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., sequence, description, compare/contrast) to aid in comprehension
EL-P-DIU-S-3. Program of Studies: Skills and Concepts - Students will describe explicitly stated cause and effect relationships
EL-P-DIU-S-4. Program of Studies: Skills and Concepts - Students will distinguish between fiction and non-fiction texts
EL-P-DIU-S-5. Program of Studies: Skills and Concepts - Students will identify unfamiliar words and specialized vocabulary
EL-P-DIU-S-6. Program of Studies: Skills and Concepts - Students will make inferences based on what is read; make and check predictions
EL-P-DIU-S-7. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-P-DIU-S-7.a) Identify and describe characters, major events/plot, setting or problem/solution
EL-P-DIU-S-7.b) Identify characteristics (e.g., beginning-middle-end, rhyme, dialogue) of different types of literary texts (e.g., stories, poems, plays, fairy tales)
EL-P-DIU-S-8. Program of Studies: Skills and Concepts - Students will demonstrate understanding of structure and features of informational passages/texts:
EL-P-DIU-S-8.a) Locate key ideas, facts or details
EL-P-DIU-S-8.b) Use information from text to state and support the central/main idea
EL-P-DIU-S-8.c) Identify text features (e.g., title, bold print) of different types of informational texts (e.g., lists, recipes, directions, children's magazines, dictionaries)
EL-P-DIU-S-8.d) Read and use functional messages encountered in daily life
EL-P-DIU-S-8.e) Use information from texts to accomplish a specific task or to answer questions
EL-P-DIU-S-8.f) Use text features and visual information (e.g., pictures, maps, charts, graphs, timelines, visual organizers) to understand text
EL-P-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 encompass literary and informational texts (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-P-IT-U-1. Program of Studies: Understandings - Students will understand that interpretations of text involve linking information within and across parts of a text and determining importance of the information presented.
EL-P-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions, the information presented, or the author's perspective.
EL-P-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-P-IT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts (e.g., using prior knowledge, previewing text selections, making predictions, generating questions, constructing sensory images, using text features, making connections, determining importance of information)
EL-P-IT-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., sequence, compare/contrast) to aid in comprehension
EL-P-IT-S-3. Program of Studies: Skills and Concepts - Students will identify author's purpose (e.g., to entertain, to inform, to persuade)
EL-P-IT-S-4. Program of Studies: Skills and Concepts - Students will discuss why an author might have chosen to use particular language (e.g., words, phrases)
EL-P-IT-S-5. Program of Studies: Skills and Concepts - Students will examine relationships between earlier and later parts of a text and how these parts make sense together
EL-P-IT-S-6. Program of Studies: Skills and Concepts - Students will summarize a variety of reading passages by selecting the main ideas and main events or key points
EL-P-IT-S-7. Program of Studies: Skills and Concepts - Students will discuss the message of the text
EL-P-IT-S-8. Program of Studies: Skills and Concepts - Students will record and organize ideas found within texts to show understanding (e.g., charting, mapping)
EL-P-IT-S-9. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-P-IT-S-9.a) Identify traits of main characters, interpret possible motives, and explain a character's actions
EL-P-IT-S-9.b) Trace characters and plot across multiple episodes
EL-P-IT-S-9.c) Identify problems and explain how conflicts are resolved
EL-P-IT-S-9.d) Recognize author's craft as appropriate to genre (e.g., figurative language/imagery, rhyme)
EL-P-IT-S-10. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-P-IT-S-10.a) Distinguish between informative or persuasive passages
EL-P-IT-S-10.b) Identify commonly used persuasive techniques (e.g., emotional appeal, testimonial)
EL-P-IT-S-10.c) Identify an author's opinion
EL-P-IT-S-10.d) Use evidence from the text to state central /main idea and details that support them
EL-P-IT-S-10.e) Use text references to support conclusions based on what is read, for example, an author's opinion about a subject
EL-P-IT-S-10.f) Distinguish between facts and opinions found in texts
EL-P-IT-S-10.g) Identify information in a passage supported by facts
EL-P-IT-S-11. Program of Studies: Skills and Concepts - Students will pose questions and use a variety of print and non-print resources to find information to answer them
EL-P-IT-S-12. Program of Studies: Skills and Concepts - Students will understand and interpret the concepts and relationships described in a text
EL-P-IT-S-13. Program of Studies: Skills and Concepts - Students will evaluate information from multiple sources by determining necessary information and interpreting findings
EL-P-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-P-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-P-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-text, and text-to-world connections.
EL-P-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-P-RRT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying and literal questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-P-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on personal interests
EL-P-RRT-S-3. Program of Studies: Skills and Concepts - Students will generate a personal response to what is read, listened to or viewed:
EL-P-RRT-S-3.a) Relate stories or texts to prior knowledge, personal experiences, other texts, or ideas
EL-P-RRT-S-3.b) Provide text references/evidence to support connections made between text-to-self, text-to-text, or text-to-world
EL-P-RRT-S-4. Program of Studies: Skills and Concepts - Students will read personal and other classmates writing
EL-P-RRT-S-5. Program of Studies: Skills and Concepts - Students will extend the story (e.g., through discussion, role play, writing)
EL-P-RRT-S-6. Program of Studies: Skills and Concepts - Students will voluntarily read aloud and to others, signaling a sense of themselves as a reader
EL-P-RRT-S-7. Program of Studies: Skills and Concepts - Students will demonstrate participation in a literate community by sharing and responding to ideas and connections through writing and focused discussions about text
EL-P-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-P-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.
EL-P-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-P-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-P-DCS-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts (e.g., using prior knowledge, previewing text selections, making predictions, generating questions, constructing sensory images, using text features, making connections, determining importance of information)
EL-P-DCS-S-2. Program of Studies: Skills and Concepts - Students will explain how text features are used to organize information for clarity or usefulness
EL-P-DCS-S-3. Program of Studies: Skills and Concepts - Students will identify the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast) to understand the passage
EL-P-DCS-S-4. Program of Studies: Skills and Concepts - Students will evaluate what is read, based on the author's purpose, message, word choice/language use, sentence variety, content or use of literary elements
EL-P-DCS-S-5. Program of Studies: Skills and Concepts - Students will compare books by the same author, or books about the same theme or topic
EL-P-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-P-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-P-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, narratives, procedures).
EL-P-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-P-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-P-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., learning logs, reflections)
EL-P-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., journals, exit/admit slips)
EL-P-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-P-WC-S-3.a) Communicate about personal experiences
EL-P-WC-S-3.b) Communicate through authentic literary forms to make meaning about the human condition
EL-P-WC-S-3.c) Communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining)
EL-P-WC-S-3.d) Communicate reflectively
EL-P-WC-S-3.e) Recognize and address needs of intended audience
EL-P-WC-S-3.f) Adjust the writing style (formal, informal) for intended audience
EL-P-WC-S-4. Program of Studies: Skills and Concepts - Students will communicate purpose, focus, and controlling ideas authentic to the writer
EL-P-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 (e.g., beginning with meaningful drawings, symbols and letters, and moving to use of appropriate written language-words/labels, phrases, sentences, paragraphs and whole texts)
EL-P-WC-S-6. Program of Studies: Skills and Concepts - Students will select and incorporate ideas or information (e.g., from reading or other learning), explaining reflections or related connections (e.g., identifying relationships and own experiences, offering support for conclusions, organizing prior knowledge about a topic)
EL-P-WC-S-7. Program of Studies: Skills and Concepts - Students will communicate understanding of ideas or events
EL-P-WC-S-8. Program of Studies: Skills and Concepts - Students will provide sufficient details for clear understanding
EL-P-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-P-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-P-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-P-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-P-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-P-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) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-P-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)
EL-P-WS-S-3. Program of Studies: Skills and Concepts - Students will establish a context for the reader and a controlling idea in the introduction; arrange ideas in meaningful order; and have an effective conclusion
EL-P-WS-S-4. Program of Studies: Skills and Concepts - Students will create paragraphs that maintain focus on one central idea; apply paragraph structures (block and indented) consistently
EL-P-WS-S-5. Program of Studies: Skills and Concepts - Students will use a variety of transitional words/phrases (e.g. time, order of sequence)
EL-P-WS-S-6. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., numbering, pictures, labels, diagrams, charts, shape in poetry) to enhance clarity and meaning
EL-P-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-P-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-P-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-P-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-P-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to use correct spelling, punctuation and capitalization.
EL-P-WV-U-5. Program of Studies: Understandings - Students will understand that writers need to document sources /give credit for the ideas of others.
EL-P-WV-S-1. Program of Studies: Skills and Concepts - Students will choose precise and descriptive language for clarity and its effect on the reader (words with multiple meanings, strong nouns and verbs, concrete and sensory details, figurative language - similes)
EL-P-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-P-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); mechanics (e.g., capitalization, punctuation); and usage (e.g., to/too/two; there/their)
EL-P-WV-S-4. Program of Studies: Skills and Concepts - Students will use grade-appropriate spelling (beginning with pictures/marks/signs that represent print and moving to correct beginning and ending sounds, to developmental spelling, to correct spelling in final drafts)
EL-P-WV-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., picture dictionary, word wall) to correct spelling in final drafts
EL-P-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)
EL-P-WV-S-7. Program of Studies: Skills and Concepts - Students will write legibly (e.g., print, cursive) leaving space between letters in a word, words in a sentence and words at the end of the edges of the paper
EL-P-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-P-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-P-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-P-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-P-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-P-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-P-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-P-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., webbing, free writes, researching print and non-print sources, interviewing, observing, imagining and creating novel ideas)
EL-P-WP-S-2.c) Organize and present ideas by taking notes and summarizing
EL-P-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-P-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, diagrams) in addition to written text
EL-P-WP-S-3.b) Logically incorporate information
EL-P-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-P-WP-S-4.a) Reflect on own writing
EL-P-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-P-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-P-WP-S-4.d) Make sure paragraphs are supported appropriately with relevant details and that sentences are in sequential order; develop introductions and conclusions
EL-P-WP-S-5. Program of Studies: Skills and Concepts - Students will edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and appropriate documentation of sources
EL-P-WP-S-6. Program of Studies: Skills and Concepts - Students will publish
EL-P-WP-S-6.a) Produce products for intended audience
EL-P-WP-S-6.b) Present final work in a neat, legible form and share with intended audience
EL-P-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-EP-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-EP-1.0.1. Students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages. DOK 2
RD-EP-1.0.2. Students will apply knowledge of synonyms, antonyms or compound words for comprehension. DOK 2
RD-EP-1.0.3. Students will know that some words have multiple meanings and identify the correct meaning as the word is used. DOK 2
RD-EP-1.0.4. Students will apply the meanings of common prefixes or suffixes to comprehend unfamiliar words. DOK 2
RD-EP-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-EP-1.0.6. Students will formulate questions to guide reading.
RD-EP-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-EP-2.0.1. Students will distinguish between fiction and non-fiction texts.
RD-EP-2.0.2. Students will describe characters, plot, setting or problem/solution of a passage. DOK 3
RD-EP-2.0.3. Students will locate key ideas or information in a passage. DOK 1
RD-EP-2.0.4. Students will identify specialized vocabulary (words and terms specific to understanding the content). DOK 2
RD-EP-2.0.5. Students will identify the correct sequence. DOK 1
RD-EP-2.0.7. Students will make inferences or draw conclusions based on what is read. DOK 3
RD-EP-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-EP-3.0.1. Students will explain a character's or speaker's actions based on a passage. DOK 3
RD-EP-3.0.2. Students will explain how a conflict in a passage is resolved.
RD-EP-3.0.3. Students will identify an author's purpose in a passage.
RD-EP-3.0.4. Students will identify main ideas or details that support them. DOK 3
RD-EP-3.0.5. Students will identify fact or opinion from a passage. DOK 2
RD-EP-3.0.6. Students will identify information in a passage that is supported by fact. DOK 2
RD-EP-3.0.7. Students will identify an author's opinion about a subject.
RD-EP-3.0.8. Students will identify informative or persuasive passages.
RD-EP-3.0.9. Students will identify commonly used persuasive techniques ( emotional appeal and testimonial) used in a passage.
RD-EP-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-EP-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-EP-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-EP-5.0.1. Students will evaluate what is read based on the author's word choice, content or use of literary elements.
RD-EP-5.0.2. Students will identify literary devices such as foreshadowing, imagery or figurative language (similes and personification).
RD-EP-5.0.3. Students will identify text features (e.g., pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, headings) to answer questions about a passage. DOK 2
RD-EP-5.0.4. Students will identify the organizational pattern used (e.g., sequence, cause and effect or comparison and contrast) to understand the passage.
WR-EP-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-EP-1.1.0. Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by: Narrowing the topic to create a specific purpose for writing; Establishing a controlling idea, theme, or conclusion about the topic; 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-EP-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-EP-1.1.1b. In Reflective Writing, students will recognize needs of the intended audience.
WR-EP-1.1.1c. In Reflective Writing, students will use a suitable tone or appropriate voice.
WR-EP-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's experience by focusing on life events or relationships.
WR-EP-1.1.2b. In Personal Expressive Writing, students will apply characteristics of the selected form (e.g., personal narrative, personal memoir).
WR-EP-1.1.2c. In Personal Expressive Writing, students will create a point of view.
WR-EP-1.1.2d. In Personal Expressive Writing, students will use a suitable tone or appropriate voice.
WR-EP-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-EP-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-EP-1.1.2g. In Literary Writing, students will use a suitable tone or appropriate voice.
WR-EP-1.1.2h. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-EP-1.1.3a. In Transactive Writing, students will communicate a purpose through informing or persuading.
WR-EP-1.1.3b. In Transactive Writing, students will develop an angle.
WR-EP-1.1.3c. In Transactive Writing, students will communicate what the reader should know, do or believe as a result of reading the piece.
WR-EP-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article).
WR-EP-1.1.3e. In Transactive Writing, students will use a suitable tone.
WR-EP-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-EP-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-EP-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-EP-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies or processes.
WR-EP-1.2.1c. In Reflective Writing, students will explain own decisions about literacy goals.
WR-EP-1.2.1d. In Reflective Writing, students will identify own strengths and areas for growth.
WR-EP-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 setting, mood, scene, image or feeling.
WR-EP-1.2.2b. In Personal Expressive/Literary Writing, students will apply literary or poetic devices (e.g., simile, personification) when appropriate.
WR-EP-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate reflection when appropriate.
WR-EP-1.2.3a. In Transactive Writing, students will communicate relevant information.
WR-EP-1.2.3b. In Transactive Writing, students will develop an angle with support (e.g., facts, examples, reasons, visuals).
WR-EP-1.2.3c. In Transactive Writing, students will apply research to support ideas with facts and opinions.
WR-EP-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-EP-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-EP-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-EP-2.3.1b. In Reflective Writing, students will communicate ideas and details in meaningful order.
WR-EP-2.3.1c. In Reflective Writing, students will use transitions or transitional elements between ideas to guide the reader.
WR-EP-2.3.1d. In Reflective Writing, students will create paragraphs.
WR-EP-2.3.1e. In Reflective Writing, students will create conclusions effectively.
WR-EP-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-EP-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in a meaningful order.
WR-EP-2.3.2c. In Personal Expressive/Literary Writing, students will use transitions or transitional elements between ideas to guide the reader.
WR-EP-2.3.2d. In Personal Expressive/Literary Writing, students will create paragraphs.
WR-EP-2.3.2e. 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-EP-2.3.2f. In Personal Expressive/Literary Writing, students will create conclusions effectively
WR-EP-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-EP-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-EP-2.3.3c. In Transactive Writing, students will develop text structure (e.g., problem/ solution, question/answer, description, sequence) to achieve purpose.
WR-EP-2.3.3d. In Transactive Writing, students will arrange ideas in a logical, meaningful order by using transitions or transitional elements between ideas and details.
WR-EP-2.3.3e. In Transactive Writing, students will create paragraphs.
WR-EP-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-EP-2.3.3g. In Transactive Writing, students will create conclusions effectively.
WR-EP-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-EP-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths throughout the piece
WR-EP-2.4.1b. In Reflective Writing, students will develop complete and correct sentences.
WR-EP-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths.
WR-EP-2.4.2b. In Personal Expressive/Literary Writing, students will develop complete and correct sentences.
WR-EP-2.4.2c. In Personal Expressive/Literary Writing, students will arrange poetic language in a meaningful order.
WR-EP-2.4.2d. In Personal Expressive/Literary Writing, students will use poetic line breaks effectively.
WR-EP-2.4.3a. In Transactive Writing, students will develop complete sentences or apply unconventional structures when appropriate.
WR-EP-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-EP-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-EP-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage.
WR-EP-3.5.1b. In Reflective Writing, students will use language concisely.
WR-EP-3.5.1c. In Reflective Writing, students will incorporate language to address the content, purpose and audience.
WR-EP-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-EP-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy or impact on the reader.
WR-EP-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-EP-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for grammar and usage.
WR-EP-3.5.3b. In Transactive Writing, students will use precise word choice.
WR-EP-3.5.3c. In Transactive Writing, students will use the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-EP-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-EP-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-EP-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning and experience; 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-EP-4.8.0. Prewriting: Selecting/narrowing a 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, other writing-to-learn activities); Organizing ideas - examining other models of good writing and appropriate text structures to match purpose and organize information.
WR-EP-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating, exploring sentence variety and language use; Organizing writing.
WR-EP-4.10.0. Revising (Content/Ideas): Reflecting to determine where to add, delete, rearrange, define/redefine 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-EP-4.10.4. Revising Skills - Idea Development: Students will identify the topic sentence/main idea of a paragraph.
WR-EP-4.10.5. Revising Skills - Idea Development: Students will select appropriate supporting details.
WR-EP-4.10.6. Revising Skills - Idea Development: Students will identify extraneous material.
WR-EP-4.10.7. Revising Skills - Organization: Students will correct sentences that are out of chronological/sequential order.
WR-EP-4.10.8. Revising Skills - Organization: Students will identify transitions.
WR-EP-4.10.9. Revising Skills - Organization: Students will develop introductions and closures for writing.
WR-EP-4.10.10. Revising Skills - Word Choice: Students will eliminate redundant words.
WR-EP-4.10.11. Revising Skills - Word Choice: Students will choose the most specific word for use in a sentence.
WR-EP-4.11.0. Editing (Conventions and Mechanics): Checking for correctness with self, teacher or peer(s) (Language usage; Sentence structure; Spelling; Capitalization; Punctuation; Documentation of sources); Using resources to support editing (e.g., spellcheck, dictionaries, thesauri, handbooks).
WR-EP-4.11.12. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-EP-4.11.13. Editing Skills - Language Usage: Students will apply knowledge of present and past verb tenses.
WR-EP-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-EP-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) and pronoun references.
WR-EP-4.11.16. Editing Skills - Sentence Structure: Students will correct run-on sentences.
WR-EP-4.11.17. Editing Skills - Sentence Structure: Students will correct sentence fragments.
WR-EP-4.11.18. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words
WR-EP-4.11.19. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
WR-EP-4.11.20. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-EP-4.11.21. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
WR-EP-4.11.22. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names, days, months).
WR-EP-4.11.23. Editing Skills - Capitalization: Students will capitalize the beginning of sentences.
WR-EP-4.11.24. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'.
WR-EP-4.11.25. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate.
WR-EP-4.11.26. Editing Skills - Capitalization: Students will capitalize words in a title.
WR-EP-4.11.27. Editing Skills - Punctuation: Students will correctly punctuate nearly all of the time declarative, exclamatory, interrogative and imperative sentences.
WR-EP-4.11.28. Editing Skills - Punctuation: Students will approximate the use of commas in a series, a date, a compound sentence and the greeting and closing of a letter.
WR-EP-4.11.29. Editing Skills - Punctuation: Students will approximate the use of beginning and ending quotation marks in dialogue.
WR-EP-4.11.30. Editing Skills - Documentation: Students will identify the need for documentation.
WR-EP-4.12.00. Publishing: Sharing final piece with intended audience
WR-EP-4.13.00. Reflecting: Reflecting upon progress, growth and goals as a writer; literacy skills; who or what has influenced progress and growth; approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing).
KY.PS. Program of Studies 2006
EL-P-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-P-FF-U-1. Program of Studies: Understandings - Students will understand that knowing how letters are linked to sounds to form letter-sound correspondence and spelling patterns can help determine unfamiliar words while reading.
EL-P-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-P-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-P-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-P-FF-S-1. Program of Studies: Skills and Concepts - Students will demonstrate an understanding of concepts of print, phonological awareness, and word identification strategies by:
EL-P-FF-S-1.a) Distinguishing between printed letters and words, following text (e.g., one-to-0ne match of spoken words to print), finding key parts of books; identifying purposes of capitalization, punctuation, and text features (e.g., boldface type, italics, indentations) to make meaning of the text
EL-P-FF-S-1.b) Recognizing, isolating, and combining sounds to make words, identifying syllables and parts of words (prefixes, suffixes)
EL-P-FF-S-1.c) Reading high-frequency/grade-appropriate words with automaticity, identifying and reading single and multi-syllabic words using knowledge of sounds, word structure, syllable types, and word patterns producing rhyming words and recognize pairs of rhyming words
EL-P-FF-S-1.d) Recognizing irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings and common word endings
EL-P-FF-S-1.e) Using onsets (in a word, the sound of the letter or letters preceding the first vowel - sit) and rimes (the first vowel and remaining part of the word - sit) to create new words that include blends and digraphs
EL-P-FF-S-2. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading (e.g., using pictures, syntax, predictive language to predict upcoming words and text, monitoring own reading, self-correcting, confirming meaning, adjusting pace of reading or rereading to acquire meaning, previewing text selections)
EL-P-FF-S-3. Program of Studies: Skills and Concepts - Students will read grade-appropriate material - orally and silently - with accuracy and fluency
EL-P-FF-S-4. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary
EL-P-FF-S-4.a) Formulate questions to guide reading (before, during and after reading)
EL-P-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-P-FF-S-4.c) Use context clues to identify the correct meaning as the word is used
EL-P-FF-S-4.d) Apply knowledge of synonyms, antonyms, homonyms/homophones, or compound words to assist comprehension
EL-P-FF-S-4.e) Apply the meanings of common prefixes or suffixes to comprehend unfamiliar words
EL-P-FF-S-4.f) Organize words by categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)
EL-P-FF-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., picture dictionaries, dictionaries, glossaries) to determine correct spelling of words and to identify multiple meanings of words and content-specific meanings of words
EL-P-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 (expository, persuasive, 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-P-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-P-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-P-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-P-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 genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-P-DIU-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying and literal questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-P-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., sequence, description, compare/contrast) to aid in comprehension
EL-P-DIU-S-3. Program of Studies: Skills and Concepts - Students will describe explicitly stated cause and effect relationships
EL-P-DIU-S-4. Program of Studies: Skills and Concepts - Students will distinguish between fiction and non-fiction texts
EL-P-DIU-S-5. Program of Studies: Skills and Concepts - Students will identify unfamiliar words and specialized vocabulary
EL-P-DIU-S-6. Program of Studies: Skills and Concepts - Students will make inferences based on what is read; make and check predictions
EL-P-DIU-S-7. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-P-DIU-S-7.a) Identify and describe characters, major events/plot, setting or problem/solution
EL-P-DIU-S-7.b) Identify characteristics (e.g., beginning-middle-end, rhyme, dialogue) of different types of literary texts (e.g., stories, poems, plays, fairy tales)
EL-P-DIU-S-8. Program of Studies: Skills and Concepts - Students will demonstrate understanding of structure and features of informational passages/texts:
EL-P-DIU-S-8.a) Locate key ideas, facts or details
EL-P-DIU-S-8.b) Use information from text to state and support the central/main idea
EL-P-DIU-S-8.c) Identify text features (e.g., title, bold print) of different types of informational texts (e.g., lists, recipes, directions, children's magazines, dictionaries)
EL-P-DIU-S-8.d) Read and use functional messages encountered in daily life
EL-P-DIU-S-8.e) Use information from texts to accomplish a specific task or to answer questions
EL-P-DIU-S-8.f) Use text features and visual information (e.g., pictures, maps, charts, graphs, timelines, visual organizers) to understand text
EL-P-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 encompass literary and informational texts (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-P-IT-U-1. Program of Studies: Understandings - Students will understand that interpretations of text involve linking information within and across parts of a text and determining importance of the information presented.
EL-P-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions, the information presented, or the author's perspective.
EL-P-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-P-IT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts (e.g., using prior knowledge, previewing text selections, making predictions, generating questions, constructing sensory images, using text features, making connections, determining importance of information)
EL-P-IT-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., sequence, compare/contrast) to aid in comprehension
EL-P-IT-S-3. Program of Studies: Skills and Concepts - Students will identify author's purpose (e.g., to entertain, to inform, to persuade)
EL-P-IT-S-4. Program of Studies: Skills and Concepts - Students will discuss why an author might have chosen to use particular language (e.g., words, phrases)
EL-P-IT-S-5. Program of Studies: Skills and Concepts - Students will examine relationships between earlier and later parts of a text and how these parts make sense together
EL-P-IT-S-6. Program of Studies: Skills and Concepts - Students will summarize a variety of reading passages by selecting the main ideas and main events or key points
EL-P-IT-S-7. Program of Studies: Skills and Concepts - Students will discuss the message of the text
EL-P-IT-S-8. Program of Studies: Skills and Concepts - Students will record and organize ideas found within texts to show understanding (e.g., charting, mapping)
EL-P-IT-S-9. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-P-IT-S-9.a) Identify traits of main characters, interpret possible motives, and explain a character's actions
EL-P-IT-S-9.b) Trace characters and plot across multiple episodes
EL-P-IT-S-9.c) Identify problems and explain how conflicts are resolved
EL-P-IT-S-9.d) Recognize author's craft as appropriate to genre (e.g., figurative language/imagery, rhyme)
EL-P-IT-S-10. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-P-IT-S-10.a) Distinguish between informative or persuasive passages
EL-P-IT-S-10.b) Identify commonly used persuasive techniques (e.g., emotional appeal, testimonial)
EL-P-IT-S-10.c) Identify an author's opinion
EL-P-IT-S-10.d) Use evidence from the text to state central /main idea and details that support them
EL-P-IT-S-10.e) Use text references to support conclusions based on what is read, for example, an author's opinion about a subject
EL-P-IT-S-10.f) Distinguish between facts and opinions found in texts
EL-P-IT-S-10.g) Identify information in a passage supported by facts
EL-P-IT-S-11. Program of Studies: Skills and Concepts - Students will pose questions and use a variety of print and non-print resources to find information to answer them
EL-P-IT-S-12. Program of Studies: Skills and Concepts - Students will understand and interpret the concepts and relationships described in a text
EL-P-IT-S-13. Program of Studies: Skills and Concepts - Students will evaluate information from multiple sources by determining necessary information and interpreting findings
EL-P-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-P-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-P-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-text, and text-to-world connections.
EL-P-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-P-RRT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying and literal questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-P-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on personal interests
EL-P-RRT-S-3. Program of Studies: Skills and Concepts - Students will generate a personal response to what is read, listened to or viewed:
EL-P-RRT-S-3.a) Relate stories or texts to prior knowledge, personal experiences, other texts, or ideas
EL-P-RRT-S-3.b) Provide text references/evidence to support connections made between text-to-self, text-to-text, or text-to-world
EL-P-RRT-S-4. Program of Studies: Skills and Concepts - Students will read personal and other classmates writing
EL-P-RRT-S-5. Program of Studies: Skills and Concepts - Students will extend the story (e.g., through discussion, role play, writing)
EL-P-RRT-S-6. Program of Studies: Skills and Concepts - Students will voluntarily read aloud and to others, signaling a sense of themselves as a reader
EL-P-RRT-S-7. Program of Studies: Skills and Concepts - Students will demonstrate participation in a literate community by sharing and responding to ideas and connections through writing and focused discussions about text
EL-P-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-P-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.
EL-P-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-P-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-P-DCS-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts (e.g., using prior knowledge, previewing text selections, making predictions, generating questions, constructing sensory images, using text features, making connections, determining importance of information)
EL-P-DCS-S-2. Program of Studies: Skills and Concepts - Students will explain how text features are used to organize information for clarity or usefulness
EL-P-DCS-S-3. Program of Studies: Skills and Concepts - Students will identify the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast) to understand the passage
EL-P-DCS-S-4. Program of Studies: Skills and Concepts - Students will evaluate what is read, based on the author's purpose, message, word choice/language use, sentence variety, content or use of literary elements
EL-P-DCS-S-5. Program of Studies: Skills and Concepts - Students will compare books by the same author, or books about the same theme or topic
EL-P-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-P-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-P-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, narratives, procedures).
EL-P-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-P-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-P-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., learning logs, reflections)
EL-P-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., journals, exit/admit slips)
EL-P-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-P-WC-S-3.a) Communicate about personal experiences
EL-P-WC-S-3.b) Communicate through authentic literary forms to make meaning about the human condition
EL-P-WC-S-3.c) Communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining)
EL-P-WC-S-3.d) Communicate reflectively
EL-P-WC-S-3.e) Recognize and address needs of intended audience
EL-P-WC-S-3.f) Adjust the writing style (formal, informal) for intended audience
EL-P-WC-S-4. Program of Studies: Skills and Concepts - Students will communicate purpose, focus, and controlling ideas authentic to the writer
EL-P-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 (e.g., beginning with meaningful drawings, symbols and letters, and moving to use of appropriate written language-words/labels, phrases, sentences, paragraphs and whole texts)
EL-P-WC-S-6. Program of Studies: Skills and Concepts - Students will select and incorporate ideas or information (e.g., from reading or other learning), explaining reflections or related connections (e.g., identifying relationships and own experiences, offering support for conclusions, organizing prior knowledge about a topic)
EL-P-WC-S-7. Program of Studies: Skills and Concepts - Students will communicate understanding of ideas or events
EL-P-WC-S-8. Program of Studies: Skills and Concepts - Students will provide sufficient details for clear understanding
EL-P-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-P-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-P-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-P-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-P-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-P-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) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-P-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)
EL-P-WS-S-3. Program of Studies: Skills and Concepts - Students will establish a context for the reader and a controlling idea in the introduction; arrange ideas in meaningful order; and have an effective conclusion
EL-P-WS-S-4. Program of Studies: Skills and Concepts - Students will create paragraphs that maintain focus on one central idea; apply paragraph structures (block and indented) consistently
EL-P-WS-S-5. Program of Studies: Skills and Concepts - Students will use a variety of transitional words/phrases (e.g. time, order of sequence)
EL-P-WS-S-6. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., numbering, pictures, labels, diagrams, charts, shape in poetry) to enhance clarity and meaning
EL-P-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-P-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-P-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-P-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-P-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to use correct spelling, punctuation and capitalization.
EL-P-WV-U-5. Program of Studies: Understandings - Students will understand that writers need to document sources /give credit for the ideas of others.
EL-P-WV-S-1. Program of Studies: Skills and Concepts - Students will choose precise and descriptive language for clarity and its effect on the reader (words with multiple meanings, strong nouns and verbs, concrete and sensory details, figurative language - similes)
EL-P-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-P-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); mechanics (e.g., capitalization, punctuation); and usage (e.g., to/too/two; there/their)
EL-P-WV-S-4. Program of Studies: Skills and Concepts - Students will use grade-appropriate spelling (beginning with pictures/marks/signs that represent print and moving to correct beginning and ending sounds, to developmental spelling, to correct spelling in final drafts)
EL-P-WV-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., picture dictionary, word wall) to correct spelling in final drafts
EL-P-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)
EL-P-WV-S-7. Program of Studies: Skills and Concepts - Students will write legibly (e.g., print, cursive) leaving space between letters in a word, words in a sentence and words at the end of the edges of the paper
EL-P-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-P-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-P-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-P-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-P-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-P-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-P-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-P-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., webbing, free writes, researching print and non-print sources, interviewing, observing, imagining and creating novel ideas)
EL-P-WP-S-2.c) Organize and present ideas by taking notes and summarizing
EL-P-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-P-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, diagrams) in addition to written text
EL-P-WP-S-3.b) Logically incorporate information
EL-P-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-P-WP-S-4.a) Reflect on own writing
EL-P-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-P-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-P-WP-S-4.d) Make sure paragraphs are supported appropriately with relevant details and that sentences are in sequential order; develop introductions and conclusions
EL-P-WP-S-5. Program of Studies: Skills and Concepts - Students will edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and appropriate documentation of sources
EL-P-WP-S-6. Program of Studies: Skills and Concepts - Students will publish
EL-P-WP-S-6.a) Produce products for intended audience
EL-P-WP-S-6.b) Present final work in a neat, legible form and share with intended audience
EL-P-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-EP-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-EP-1.0.1. Students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages. DOK 2
RD-EP-1.0.2. Students will apply knowledge of synonyms, antonyms or compound words for comprehension. DOK 2
RD-EP-1.0.3. Students will know that some words have multiple meanings and identify the correct meaning as the word is used. DOK 2
RD-EP-1.0.4. Students will apply the meanings of common prefixes or suffixes to comprehend unfamiliar words. DOK 2
RD-EP-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-EP-1.0.6. Students will formulate questions to guide reading.
RD-EP-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-EP-2.0.1. Students will distinguish between fiction and non-fiction texts.
RD-EP-2.0.2. Students will describe characters, plot, setting or problem/solution of a passage. DOK 3
RD-EP-2.0.3. Students will locate key ideas or information in a passage. DOK 1
RD-EP-2.0.4. Students will identify specialized vocabulary (words and terms specific to understanding the content). DOK 2
RD-EP-2.0.5. Students will identify the correct sequence. DOK 1
RD-EP-2.0.7. Students will make inferences or draw conclusions based on what is read. DOK 3
RD-EP-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-EP-3.0.1. Students will explain a character's or speaker's actions based on a passage. DOK 3
RD-EP-3.0.2. Students will explain how a conflict in a passage is resolved.
RD-EP-3.0.3. Students will identify an author's purpose in a passage.
RD-EP-3.0.4. Students will identify main ideas or details that support them. DOK 3
RD-EP-3.0.5. Students will identify fact or opinion from a passage. DOK 2
RD-EP-3.0.6. Students will identify information in a passage that is supported by fact. DOK 2
RD-EP-3.0.7. Students will identify an author's opinion about a subject.
RD-EP-3.0.8. Students will identify informative or persuasive passages.
RD-EP-3.0.9. Students will identify commonly used persuasive techniques ( emotional appeal and testimonial) used in a passage.
RD-EP-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-EP-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-EP-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-EP-5.0.1. Students will evaluate what is read based on the author's word choice, content or use of literary elements.
RD-EP-5.0.2. Students will identify literary devices such as foreshadowing, imagery or figurative language (similes and personification).
RD-EP-5.0.3. Students will identify text features (e.g., pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, headings) to answer questions about a passage. DOK 2
RD-EP-5.0.4. Students will identify the organizational pattern used (e.g., sequence, cause and effect or comparison and contrast) to understand the passage.
WR-EP-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-EP-1.1.0. Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by: Narrowing the topic to create a specific purpose for writing; Establishing a controlling idea, theme, or conclusion about the topic; 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-EP-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-EP-1.1.1b. In Reflective Writing, students will recognize needs of the intended audience.
WR-EP-1.1.1c. In Reflective Writing, students will use a suitable tone or appropriate voice.
WR-EP-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's experience by focusing on life events or relationships.
WR-EP-1.1.2b. In Personal Expressive Writing, students will apply characteristics of the selected form (e.g., personal narrative, personal memoir).
WR-EP-1.1.2c. In Personal Expressive Writing, students will create a point of view.
WR-EP-1.1.2d. In Personal Expressive Writing, students will use a suitable tone or appropriate voice.
WR-EP-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-EP-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-EP-1.1.2g. In Literary Writing, students will use a suitable tone or appropriate voice.
WR-EP-1.1.2h. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-EP-1.1.3a. In Transactive Writing, students will communicate a purpose through informing or persuading.
WR-EP-1.1.3b. In Transactive Writing, students will develop an angle.
WR-EP-1.1.3c. In Transactive Writing, students will communicate what the reader should know, do or believe as a result of reading the piece.
WR-EP-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article).
WR-EP-1.1.3e. In Transactive Writing, students will use a suitable tone.
WR-EP-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-EP-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-EP-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-EP-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies or processes.
WR-EP-1.2.1c. In Reflective Writing, students will explain own decisions about literacy goals.
WR-EP-1.2.1d. In Reflective Writing, students will identify own strengths and areas for growth.
WR-EP-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 setting, mood, scene, image or feeling.
WR-EP-1.2.2b. In Personal Expressive/Literary Writing, students will apply literary or poetic devices (e.g., simile, personification) when appropriate.
WR-EP-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate reflection when appropriate.
WR-EP-1.2.3a. In Transactive Writing, students will communicate relevant information.
WR-EP-1.2.3b. In Transactive Writing, students will develop an angle with support (e.g., facts, examples, reasons, visuals).
WR-EP-1.2.3c. In Transactive Writing, students will apply research to support ideas with facts and opinions.
WR-EP-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-EP-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-EP-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-EP-2.3.1b. In Reflective Writing, students will communicate ideas and details in meaningful order.
WR-EP-2.3.1c. In Reflective Writing, students will use transitions or transitional elements between ideas to guide the reader.
WR-EP-2.3.1d. In Reflective Writing, students will create paragraphs.
WR-EP-2.3.1e. In Reflective Writing, students will create conclusions effectively.
WR-EP-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-EP-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in a meaningful order.
WR-EP-2.3.2c. In Personal Expressive/Literary Writing, students will use transitions or transitional elements between ideas to guide the reader.
WR-EP-2.3.2d. In Personal Expressive/Literary Writing, students will create paragraphs.
WR-EP-2.3.2e. 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-EP-2.3.2f. In Personal Expressive/Literary Writing, students will create conclusions effectively
WR-EP-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-EP-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-EP-2.3.3c. In Transactive Writing, students will develop text structure (e.g., problem/ solution, question/answer, description, sequence) to achieve purpose.
WR-EP-2.3.3d. In Transactive Writing, students will arrange ideas in a logical, meaningful order by using transitions or transitional elements between ideas and details.
WR-EP-2.3.3e. In Transactive Writing, students will create paragraphs.
WR-EP-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-EP-2.3.3g. In Transactive Writing, students will create conclusions effectively.
WR-EP-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-EP-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths throughout the piece
WR-EP-2.4.1b. In Reflective Writing, students will develop complete and correct sentences.
WR-EP-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths.
WR-EP-2.4.2b. In Personal Expressive/Literary Writing, students will develop complete and correct sentences.
WR-EP-2.4.2c. In Personal Expressive/Literary Writing, students will arrange poetic language in a meaningful order.
WR-EP-2.4.2d. In Personal Expressive/Literary Writing, students will use poetic line breaks effectively.
WR-EP-2.4.3a. In Transactive Writing, students will develop complete sentences or apply unconventional structures when appropriate.
WR-EP-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-EP-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-EP-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage.
WR-EP-3.5.1b. In Reflective Writing, students will use language concisely.
WR-EP-3.5.1c. In Reflective Writing, students will incorporate language to address the content, purpose and audience.
WR-EP-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-EP-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy or impact on the reader.
WR-EP-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-EP-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for grammar and usage.
WR-EP-3.5.3b. In Transactive Writing, students will use precise word choice.
WR-EP-3.5.3c. In Transactive Writing, students will use the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-EP-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-EP-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-EP-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning and experience; 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-EP-4.8.0. Prewriting: Selecting/narrowing a 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, other writing-to-learn activities); Organizing ideas - examining other models of good writing and appropriate text structures to match purpose and organize information.
WR-EP-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating, exploring sentence variety and language use; Organizing writing.
WR-EP-4.10.0. Revising (Content/Ideas): Reflecting to determine where to add, delete, rearrange, define/redefine 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-EP-4.10.4. Revising Skills - Idea Development: Students will identify the topic sentence/main idea of a paragraph.
WR-EP-4.10.5. Revising Skills - Idea Development: Students will select appropriate supporting details.
WR-EP-4.10.6. Revising Skills - Idea Development: Students will identify extraneous material.
WR-EP-4.10.7. Revising Skills - Organization: Students will correct sentences that are out of chronological/sequential order.
WR-EP-4.10.8. Revising Skills - Organization: Students will identify transitions.
WR-EP-4.10.9. Revising Skills - Organization: Students will develop introductions and closures for writing.
WR-EP-4.10.10. Revising Skills - Word Choice: Students will eliminate redundant words.
WR-EP-4.10.11. Revising Skills - Word Choice: Students will choose the most specific word for use in a sentence.
WR-EP-4.11.0. Editing (Conventions and Mechanics): Checking for correctness with self, teacher or peer(s) (Language usage; Sentence structure; Spelling; Capitalization; Punctuation; Documentation of sources); Using resources to support editing (e.g., spellcheck, dictionaries, thesauri, handbooks).
WR-EP-4.11.12. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-EP-4.11.13. Editing Skills - Language Usage: Students will apply knowledge of present and past verb tenses.
WR-EP-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-EP-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) and pronoun references.
WR-EP-4.11.16. Editing Skills - Sentence Structure: Students will correct run-on sentences.
WR-EP-4.11.17. Editing Skills - Sentence Structure: Students will correct sentence fragments.
WR-EP-4.11.18. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words
WR-EP-4.11.19. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
WR-EP-4.11.20. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-EP-4.11.21. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
WR-EP-4.11.22. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names, days, months).
WR-EP-4.11.23. Editing Skills - Capitalization: Students will capitalize the beginning of sentences.
WR-EP-4.11.24. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'.
WR-EP-4.11.25. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate.
WR-EP-4.11.26. Editing Skills - Capitalization: Students will capitalize words in a title.
WR-EP-4.11.27. Editing Skills - Punctuation: Students will correctly punctuate nearly all of the time declarative, exclamatory, interrogative and imperative sentences.
WR-EP-4.11.28. Editing Skills - Punctuation: Students will approximate the use of commas in a series, a date, a compound sentence and the greeting and closing of a letter.
WR-EP-4.11.29. Editing Skills - Punctuation: Students will approximate the use of beginning and ending quotation marks in dialogue.
WR-EP-4.11.30. Editing Skills - Documentation: Students will identify the need for documentation.
WR-EP-4.12.00. Publishing: Sharing final piece with intended audience
WR-EP-4.13.00. Reflecting: Reflecting upon progress, growth and goals as a writer; literacy skills; who or what has influenced progress and growth; approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing).
KY.PS. Program of Studies 2006
EL-P-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-P-FF-U-1. Program of Studies: Understandings - Students will understand that knowing how letters are linked to sounds to form letter-sound correspondence and spelling patterns can help determine unfamiliar words while reading.
EL-P-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-P-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-P-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-P-FF-S-1. Program of Studies: Skills and Concepts - Students will demonstrate an understanding of concepts of print, phonological awareness, and word identification strategies by:
EL-P-FF-S-1.a) Distinguishing between printed letters and words, following text (e.g., one-to-0ne match of spoken words to print), finding key parts of books; identifying purposes of capitalization, punctuation, and text features (e.g., boldface type, italics, indentations) to make meaning of the text
EL-P-FF-S-1.b) Recognizing, isolating, and combining sounds to make words, identifying syllables and parts of words (prefixes, suffixes)
EL-P-FF-S-1.c) Reading high-frequency/grade-appropriate words with automaticity, identifying and reading single and multi-syllabic words using knowledge of sounds, word structure, syllable types, and word patterns producing rhyming words and recognize pairs of rhyming words
EL-P-FF-S-1.d) Recognizing irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings and common word endings
EL-P-FF-S-1.e) Using onsets (in a word, the sound of the letter or letters preceding the first vowel - sit) and rimes (the first vowel and remaining part of the word - sit) to create new words that include blends and digraphs
EL-P-FF-S-2. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading (e.g., using pictures, syntax, predictive language to predict upcoming words and text, monitoring own reading, self-correcting, confirming meaning, adjusting pace of reading or rereading to acquire meaning, previewing text selections)
EL-P-FF-S-3. Program of Studies: Skills and Concepts - Students will read grade-appropriate material - orally and silently - with accuracy and fluency
EL-P-FF-S-4. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary
EL-P-FF-S-4.a) Formulate questions to guide reading (before, during and after reading)
EL-P-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-P-FF-S-4.c) Use context clues to identify the correct meaning as the word is used
EL-P-FF-S-4.d) Apply knowledge of synonyms, antonyms, homonyms/homophones, or compound words to assist comprehension
EL-P-FF-S-4.e) Apply the meanings of common prefixes or suffixes to comprehend unfamiliar words
EL-P-FF-S-4.f) Organize words by categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)
EL-P-FF-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., picture dictionaries, dictionaries, glossaries) to determine correct spelling of words and to identify multiple meanings of words and content-specific meanings of words
EL-P-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 (expository, persuasive, 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-P-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-P-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-P-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-P-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 genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-P-DIU-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying and literal questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-P-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., sequence, description, compare/contrast) to aid in comprehension
EL-P-DIU-S-3. Program of Studies: Skills and Concepts - Students will describe explicitly stated cause and effect relationships
EL-P-DIU-S-4. Program of Studies: Skills and Concepts - Students will distinguish between fiction and non-fiction texts
EL-P-DIU-S-5. Program of Studies: Skills and Concepts - Students will identify unfamiliar words and specialized vocabulary
EL-P-DIU-S-6. Program of Studies: Skills and Concepts - Students will make inferences based on what is read; make and check predictions
EL-P-DIU-S-7. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-P-DIU-S-7.a) Identify and describe characters, major events/plot, setting or problem/solution
EL-P-DIU-S-7.b) Identify characteristics (e.g., beginning-middle-end, rhyme, dialogue) of different types of literary texts (e.g., stories, poems, plays, fairy tales)
EL-P-DIU-S-8. Program of Studies: Skills and Concepts - Students will demonstrate understanding of structure and features of informational passages/texts:
EL-P-DIU-S-8.a) Locate key ideas, facts or details
EL-P-DIU-S-8.b) Use information from text to state and support the central/main idea
EL-P-DIU-S-8.c) Identify text features (e.g., title, bold print) of different types of informational texts (e.g., lists, recipes, directions, children's magazines, dictionaries)
EL-P-DIU-S-8.d) Read and use functional messages encountered in daily life
EL-P-DIU-S-8.e) Use information from texts to accomplish a specific task or to answer questions
EL-P-DIU-S-8.f) Use text features and visual information (e.g., pictures, maps, charts, graphs, timelines, visual organizers) to understand text
EL-P-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 encompass literary and informational texts (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-P-IT-U-1. Program of Studies: Understandings - Students will understand that interpretations of text involve linking information within and across parts of a text and determining importance of the information presented.
EL-P-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions, the information presented, or the author's perspective.
EL-P-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-P-IT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts (e.g., using prior knowledge, previewing text selections, making predictions, generating questions, constructing sensory images, using text features, making connections, determining importance of information)
EL-P-IT-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., sequence, compare/contrast) to aid in comprehension
EL-P-IT-S-3. Program of Studies: Skills and Concepts - Students will identify author's purpose (e.g., to entertain, to inform, to persuade)
EL-P-IT-S-4. Program of Studies: Skills and Concepts - Students will discuss why an author might have chosen to use particular language (e.g., words, phrases)
EL-P-IT-S-5. Program of Studies: Skills and Concepts - Students will examine relationships between earlier and later parts of a text and how these parts make sense together
EL-P-IT-S-6. Program of Studies: Skills and Concepts - Students will summarize a variety of reading passages by selecting the main ideas and main events or key points
EL-P-IT-S-7. Program of Studies: Skills and Concepts - Students will discuss the message of the text
EL-P-IT-S-8. Program of Studies: Skills and Concepts - Students will record and organize ideas found within texts to show understanding (e.g., charting, mapping)
EL-P-IT-S-9. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-P-IT-S-9.a) Identify traits of main characters, interpret possible motives, and explain a character's actions
EL-P-IT-S-9.b) Trace characters and plot across multiple episodes
EL-P-IT-S-9.c) Identify problems and explain how conflicts are resolved
EL-P-IT-S-9.d) Recognize author's craft as appropriate to genre (e.g., figurative language/imagery, rhyme)
EL-P-IT-S-10. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-P-IT-S-10.a) Distinguish between informative or persuasive passages
EL-P-IT-S-10.b) Identify commonly used persuasive techniques (e.g., emotional appeal, testimonial)
EL-P-IT-S-10.c) Identify an author's opinion
EL-P-IT-S-10.d) Use evidence from the text to state central /main idea and details that support them
EL-P-IT-S-10.e) Use text references to support conclusions based on what is read, for example, an author's opinion about a subject
EL-P-IT-S-10.f) Distinguish between facts and opinions found in texts
EL-P-IT-S-10.g) Identify information in a passage supported by facts
EL-P-IT-S-11. Program of Studies: Skills and Concepts - Students will pose questions and use a variety of print and non-print resources to find information to answer them
EL-P-IT-S-12. Program of Studies: Skills and Concepts - Students will understand and interpret the concepts and relationships described in a text
EL-P-IT-S-13. Program of Studies: Skills and Concepts - Students will evaluate information from multiple sources by determining necessary information and interpreting findings
EL-P-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-P-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-P-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-text, and text-to-world connections.
EL-P-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-P-RRT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying and literal questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-P-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on personal interests
EL-P-RRT-S-3. Program of Studies: Skills and Concepts - Students will generate a personal response to what is read, listened to or viewed:
EL-P-RRT-S-3.a) Relate stories or texts to prior knowledge, personal experiences, other texts, or ideas
EL-P-RRT-S-3.b) Provide text references/evidence to support connections made between text-to-self, text-to-text, or text-to-world
EL-P-RRT-S-4. Program of Studies: Skills and Concepts - Students will read personal and other classmates writing
EL-P-RRT-S-5. Program of Studies: Skills and Concepts - Students will extend the story (e.g., through discussion, role play, writing)
EL-P-RRT-S-6. Program of Studies: Skills and Concepts - Students will voluntarily read aloud and to others, signaling a sense of themselves as a reader
EL-P-RRT-S-7. Program of Studies: Skills and Concepts - Students will demonstrate participation in a literate community by sharing and responding to ideas and connections through writing and focused discussions about text
EL-P-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-P-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.
EL-P-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-P-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-P-DCS-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts (e.g., using prior knowledge, previewing text selections, making predictions, generating questions, constructing sensory images, using text features, making connections, determining importance of information)
EL-P-DCS-S-2. Program of Studies: Skills and Concepts - Students will explain how text features are used to organize information for clarity or usefulness
EL-P-DCS-S-3. Program of Studies: Skills and Concepts - Students will identify the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast) to understand the passage
EL-P-DCS-S-4. Program of Studies: Skills and Concepts - Students will evaluate what is read, based on the author's purpose, message, word choice/language use, sentence variety, content or use of literary elements
EL-P-DCS-S-5. Program of Studies: Skills and Concepts - Students will compare books by the same author, or books about the same theme or topic
EL-P-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-P-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-P-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, narratives, procedures).
EL-P-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-P-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-P-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., learning logs, reflections)
EL-P-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., journals, exit/admit slips)
EL-P-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-P-WC-S-3.a) Communicate about personal experiences
EL-P-WC-S-3.b) Communicate through authentic literary forms to make meaning about the human condition
EL-P-WC-S-3.c) Communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining)
EL-P-WC-S-3.d) Communicate reflectively
EL-P-WC-S-3.e) Recognize and address needs of intended audience
EL-P-WC-S-3.f) Adjust the writing style (formal, informal) for intended audience
EL-P-WC-S-4. Program of Studies: Skills and Concepts - Students will communicate purpose, focus, and controlling ideas authentic to the writer
EL-P-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 (e.g., beginning with meaningful drawings, symbols and letters, and moving to use of appropriate written language-words/labels, phrases, sentences, paragraphs and whole texts)
EL-P-WC-S-6. Program of Studies: Skills and Concepts - Students will select and incorporate ideas or information (e.g., from reading or other learning), explaining reflections or related connections (e.g., identifying relationships and own experiences, offering support for conclusions, organizing prior knowledge about a topic)
EL-P-WC-S-7. Program of Studies: Skills and Concepts - Students will communicate understanding of ideas or events
EL-P-WC-S-8. Program of Studies: Skills and Concepts - Students will provide sufficient details for clear understanding
EL-P-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-P-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-P-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-P-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-P-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-P-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) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-P-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)
EL-P-WS-S-3. Program of Studies: Skills and Concepts - Students will establish a context for the reader and a controlling idea in the introduction; arrange ideas in meaningful order; and have an effective conclusion
EL-P-WS-S-4. Program of Studies: Skills and Concepts - Students will create paragraphs that maintain focus on one central idea; apply paragraph structures (block and indented) consistently
EL-P-WS-S-5. Program of Studies: Skills and Concepts - Students will use a variety of transitional words/phrases (e.g. time, order of sequence)
EL-P-WS-S-6. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., numbering, pictures, labels, diagrams, charts, shape in poetry) to enhance clarity and meaning
EL-P-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-P-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-P-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-P-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-P-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to use correct spelling, punctuation and capitalization.
EL-P-WV-U-5. Program of Studies: Understandings - Students will understand that writers need to document sources /give credit for the ideas of others.
EL-P-WV-S-1. Program of Studies: Skills and Concepts - Students will choose precise and descriptive language for clarity and its effect on the reader (words with multiple meanings, strong nouns and verbs, concrete and sensory details, figurative language - similes)
EL-P-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-P-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); mechanics (e.g., capitalization, punctuation); and usage (e.g., to/too/two; there/their)
EL-P-WV-S-4. Program of Studies: Skills and Concepts - Students will use grade-appropriate spelling (beginning with pictures/marks/signs that represent print and moving to correct beginning and ending sounds, to developmental spelling, to correct spelling in final drafts)
EL-P-WV-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., picture dictionary, word wall) to correct spelling in final drafts
EL-P-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)
EL-P-WV-S-7. Program of Studies: Skills and Concepts - Students will write legibly (e.g., print, cursive) leaving space between letters in a word, words in a sentence and words at the end of the edges of the paper
EL-P-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-P-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-P-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-P-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-P-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-P-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-P-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-P-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., webbing, free writes, researching print and non-print sources, interviewing, observing, imagining and creating novel ideas)
EL-P-WP-S-2.c) Organize and present ideas by taking notes and summarizing
EL-P-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-P-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, diagrams) in addition to written text
EL-P-WP-S-3.b) Logically incorporate information
EL-P-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-P-WP-S-4.a) Reflect on own writing
EL-P-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-P-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-P-WP-S-4.d) Make sure paragraphs are supported appropriately with relevant details and that sentences are in sequential order; develop introductions and conclusions
EL-P-WP-S-5. Program of Studies: Skills and Concepts - Students will edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and appropriate documentation of sources
EL-P-WP-S-6. Program of Studies: Skills and Concepts - Students will publish
EL-P-WP-S-6.a) Produce products for intended audience
EL-P-WP-S-6.b) Present final work in a neat, legible form and share with intended audience
EL-P-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-EP-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-EP-1.0.1. Students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages. DOK 2
RD-EP-1.0.2. Students will apply knowledge of synonyms, antonyms or compound words for comprehension. DOK 2
RD-EP-1.0.3. Students will know that some words have multiple meanings and identify the correct meaning as the word is used. DOK 2
RD-EP-1.0.4. Students will apply the meanings of common prefixes or suffixes to comprehend unfamiliar words. DOK 2
RD-EP-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-EP-1.0.6. Students will formulate questions to guide reading.
RD-EP-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-EP-2.0.1. Students will distinguish between fiction and non-fiction texts.
RD-EP-2.0.2. Students will describe characters, plot, setting or problem/solution of a passage. DOK 3
RD-EP-2.0.3. Students will locate key ideas or information in a passage. DOK 1
RD-EP-2.0.4. Students will identify specialized vocabulary (words and terms specific to understanding the content). DOK 2
RD-EP-2.0.5. Students will identify the correct sequence. DOK 1
RD-EP-2.0.7. Students will make inferences or draw conclusions based on what is read. DOK 3
RD-EP-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-EP-3.0.1. Students will explain a character's or speaker's actions based on a passage. DOK 3
RD-EP-3.0.2. Students will explain how a conflict in a passage is resolved.
RD-EP-3.0.3. Students will identify an author's purpose in a passage.
RD-EP-3.0.4. Students will identify main ideas or details that support them. DOK 3
RD-EP-3.0.5. Students will identify fact or opinion from a passage. DOK 2
RD-EP-3.0.6. Students will identify information in a passage that is supported by fact. DOK 2
RD-EP-3.0.7. Students will identify an author's opinion about a subject.
RD-EP-3.0.8. Students will identify informative or persuasive passages.
RD-EP-3.0.9. Students will identify commonly used persuasive techniques ( emotional appeal and testimonial) used in a passage.
RD-EP-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-EP-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-EP-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-EP-5.0.1. Students will evaluate what is read based on the author's word choice, content or use of literary elements.
RD-EP-5.0.2. Students will identify literary devices such as foreshadowing, imagery or figurative language (similes and personification).
RD-EP-5.0.3. Students will identify text features (e.g., pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, headings) to answer questions about a passage. DOK 2
RD-EP-5.0.4. Students will identify the organizational pattern used (e.g., sequence, cause and effect or comparison and contrast) to understand the passage.
WR-EP-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-EP-1.1.0. Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by: Narrowing the topic to create a specific purpose for writing; Establishing a controlling idea, theme, or conclusion about the topic; 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-EP-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-EP-1.1.1b. In Reflective Writing, students will recognize needs of the intended audience.
WR-EP-1.1.1c. In Reflective Writing, students will use a suitable tone or appropriate voice.
WR-EP-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's experience by focusing on life events or relationships.
WR-EP-1.1.2b. In Personal Expressive Writing, students will apply characteristics of the selected form (e.g., personal narrative, personal memoir).
WR-EP-1.1.2c. In Personal Expressive Writing, students will create a point of view.
WR-EP-1.1.2d. In Personal Expressive Writing, students will use a suitable tone or appropriate voice.
WR-EP-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-EP-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-EP-1.1.2g. In Literary Writing, students will use a suitable tone or appropriate voice.
WR-EP-1.1.2h. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-EP-1.1.3a. In Transactive Writing, students will communicate a purpose through informing or persuading.
WR-EP-1.1.3b. In Transactive Writing, students will develop an angle.
WR-EP-1.1.3c. In Transactive Writing, students will communicate what the reader should know, do or believe as a result of reading the piece.
WR-EP-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article).
WR-EP-1.1.3e. In Transactive Writing, students will use a suitable tone.
WR-EP-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-EP-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-EP-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-EP-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies or processes.
WR-EP-1.2.1c. In Reflective Writing, students will explain own decisions about literacy goals.
WR-EP-1.2.1d. In Reflective Writing, students will identify own strengths and areas for growth.
WR-EP-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 setting, mood, scene, image or feeling.
WR-EP-1.2.2b. In Personal Expressive/Literary Writing, students will apply literary or poetic devices (e.g., simile, personification) when appropriate.
WR-EP-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate reflection when appropriate.
WR-EP-1.2.3a. In Transactive Writing, students will communicate relevant information.
WR-EP-1.2.3b. In Transactive Writing, students will develop an angle with support (e.g., facts, examples, reasons, visuals).
WR-EP-1.2.3c. In Transactive Writing, students will apply research to support ideas with facts and opinions.
WR-EP-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-EP-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-EP-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-EP-2.3.1b. In Reflective Writing, students will communicate ideas and details in meaningful order.
WR-EP-2.3.1c. In Reflective Writing, students will use transitions or transitional elements between ideas to guide the reader.
WR-EP-2.3.1d. In Reflective Writing, students will create paragraphs.
WR-EP-2.3.1e. In Reflective Writing, students will create conclusions effectively.
WR-EP-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-EP-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in a meaningful order.
WR-EP-2.3.2c. In Personal Expressive/Literary Writing, students will use transitions or transitional elements between ideas to guide the reader.
WR-EP-2.3.2d. In Personal Expressive/Literary Writing, students will create paragraphs.
WR-EP-2.3.2e. 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-EP-2.3.2f. In Personal Expressive/Literary Writing, students will create conclusions effectively
WR-EP-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-EP-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-EP-2.3.3c. In Transactive Writing, students will develop text structure (e.g., problem/ solution, question/answer, description, sequence) to achieve purpose.
WR-EP-2.3.3d. In Transactive Writing, students will arrange ideas in a logical, meaningful order by using transitions or transitional elements between ideas and details.
WR-EP-2.3.3e. In Transactive Writing, students will create paragraphs.
WR-EP-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-EP-2.3.3g. In Transactive Writing, students will create conclusions effectively.
WR-EP-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-EP-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths throughout the piece
WR-EP-2.4.1b. In Reflective Writing, students will develop complete and correct sentences.
WR-EP-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths.
WR-EP-2.4.2b. In Personal Expressive/Literary Writing, students will develop complete and correct sentences.
WR-EP-2.4.2c. In Personal Expressive/Literary Writing, students will arrange poetic language in a meaningful order.
WR-EP-2.4.2d. In Personal Expressive/Literary Writing, students will use poetic line breaks effectively.
WR-EP-2.4.3a. In Transactive Writing, students will develop complete sentences or apply unconventional structures when appropriate.
WR-EP-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-EP-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-EP-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage.
WR-EP-3.5.1b. In Reflective Writing, students will use language concisely.
WR-EP-3.5.1c. In Reflective Writing, students will incorporate language to address the content, purpose and audience.
WR-EP-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-EP-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy or impact on the reader.
WR-EP-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-EP-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for grammar and usage.
WR-EP-3.5.3b. In Transactive Writing, students will use precise word choice.
WR-EP-3.5.3c. In Transactive Writing, students will use the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-EP-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-EP-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-EP-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning and experience; 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-EP-4.8.0. Prewriting: Selecting/narrowing a 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, other writing-to-learn activities); Organizing ideas - examining other models of good writing and appropriate text structures to match purpose and organize information.
WR-EP-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating, exploring sentence variety and language use; Organizing writing.
WR-EP-4.10.0. Revising (Content/Ideas): Reflecting to determine where to add, delete, rearrange, define/redefine 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-EP-4.10.4. Revising Skills - Idea Development: Students will identify the topic sentence/main idea of a paragraph.
WR-EP-4.10.5. Revising Skills - Idea Development: Students will select appropriate supporting details.
WR-EP-4.10.6. Revising Skills - Idea Development: Students will identify extraneous material.
WR-EP-4.10.7. Revising Skills - Organization: Students will correct sentences that are out of chronological/sequential order.
WR-EP-4.10.8. Revising Skills - Organization: Students will identify transitions.
WR-EP-4.10.9. Revising Skills - Organization: Students will develop introductions and closures for writing.
WR-EP-4.10.10. Revising Skills - Word Choice: Students will eliminate redundant words.
WR-EP-4.10.11. Revising Skills - Word Choice: Students will choose the most specific word for use in a sentence.
WR-EP-4.11.0. Editing (Conventions and Mechanics): Checking for correctness with self, teacher or peer(s) (Language usage; Sentence structure; Spelling; Capitalization; Punctuation; Documentation of sources); Using resources to support editing (e.g., spellcheck, dictionaries, thesauri, handbooks).
WR-EP-4.11.12. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-EP-4.11.13. Editing Skills - Language Usage: Students will apply knowledge of present and past verb tenses.
WR-EP-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-EP-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) and pronoun references.
WR-EP-4.11.16. Editing Skills - Sentence Structure: Students will correct run-on sentences.
WR-EP-4.11.17. Editing Skills - Sentence Structure: Students will correct sentence fragments.
WR-EP-4.11.18. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words
WR-EP-4.11.19. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
WR-EP-4.11.20. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-EP-4.11.21. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
WR-EP-4.11.22. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names, days, months).
WR-EP-4.11.23. Editing Skills - Capitalization: Students will capitalize the beginning of sentences.
WR-EP-4.11.24. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'.
WR-EP-4.11.25. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate.
WR-EP-4.11.26. Editing Skills - Capitalization: Students will capitalize words in a title.
WR-EP-4.11.27. Editing Skills - Punctuation: Students will correctly punctuate nearly all of the time declarative, exclamatory, interrogative and imperative sentences.
WR-EP-4.11.28. Editing Skills - Punctuation: Students will approximate the use of commas in a series, a date, a compound sentence and the greeting and closing of a letter.
WR-EP-4.11.29. Editing Skills - Punctuation: Students will approximate the use of beginning and ending quotation marks in dialogue.
WR-EP-4.11.30. Editing Skills - Documentation: Students will identify the need for documentation.
WR-EP-4.12.00. Publishing: Sharing final piece with intended audience
WR-EP-4.13.00. Reflecting: Reflecting upon progress, growth and goals as a writer; literacy skills; who or what has influenced progress and growth; approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing).
KY.PS. Program of Studies 2006
EL-P-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-P-FF-U-1. Program of Studies: Understandings - Students will understand that knowing how letters are linked to sounds to form letter-sound correspondence and spelling patterns can help determine unfamiliar words while reading.
EL-P-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-P-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-P-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-P-FF-S-1. Program of Studies: Skills and Concepts - Students will demonstrate an understanding of concepts of print, phonological awareness, and word identification strategies by:
EL-P-FF-S-1.a) Distinguishing between printed letters and words, following text (e.g., one-to-0ne match of spoken words to print), finding key parts of books; identifying purposes of capitalization, punctuation, and text features (e.g., boldface type, italics, indentations) to make meaning of the text
EL-P-FF-S-1.b) Recognizing, isolating, and combining sounds to make words, identifying syllables and parts of words (prefixes, suffixes)
EL-P-FF-S-1.c) Reading high-frequency/grade-appropriate words with automaticity, identifying and reading single and multi-syllabic words using knowledge of sounds, word structure, syllable types, and word patterns producing rhyming words and recognize pairs of rhyming words
EL-P-FF-S-1.d) Recognizing irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings and common word endings
EL-P-FF-S-1.e) Using onsets (in a word, the sound of the letter or letters preceding the first vowel - sit) and rimes (the first vowel and remaining part of the word - sit) to create new words that include blends and digraphs
EL-P-FF-S-2. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading (e.g., using pictures, syntax, predictive language to predict upcoming words and text, monitoring own reading, self-correcting, confirming meaning, adjusting pace of reading or rereading to acquire meaning, previewing text selections)
EL-P-FF-S-3. Program of Studies: Skills and Concepts - Students will read grade-appropriate material - orally and silently - with accuracy and fluency
EL-P-FF-S-4. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary
EL-P-FF-S-4.a) Formulate questions to guide reading (before, during and after reading)
EL-P-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-P-FF-S-4.c) Use context clues to identify the correct meaning as the word is used
EL-P-FF-S-4.d) Apply knowledge of synonyms, antonyms, homonyms/homophones, or compound words to assist comprehension
EL-P-FF-S-4.e) Apply the meanings of common prefixes or suffixes to comprehend unfamiliar words
EL-P-FF-S-4.f) Organize words by categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)
EL-P-FF-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., picture dictionaries, dictionaries, glossaries) to determine correct spelling of words and to identify multiple meanings of words and content-specific meanings of words
EL-P-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 (expository, persuasive, 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-P-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-P-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-P-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-P-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 genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-P-DIU-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying and literal questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-P-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., sequence, description, compare/contrast) to aid in comprehension
EL-P-DIU-S-3. Program of Studies: Skills and Concepts - Students will describe explicitly stated cause and effect relationships
EL-P-DIU-S-4. Program of Studies: Skills and Concepts - Students will distinguish between fiction and non-fiction texts
EL-P-DIU-S-5. Program of Studies: Skills and Concepts - Students will identify unfamiliar words and specialized vocabulary
EL-P-DIU-S-6. Program of Studies: Skills and Concepts - Students will make inferences based on what is read; make and check predictions
EL-P-DIU-S-7. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-P-DIU-S-7.a) Identify and describe characters, major events/plot, setting or problem/solution
EL-P-DIU-S-7.b) Identify characteristics (e.g., beginning-middle-end, rhyme, dialogue) of different types of literary texts (e.g., stories, poems, plays, fairy tales)
EL-P-DIU-S-8. Program of Studies: Skills and Concepts - Students will demonstrate understanding of structure and features of informational passages/texts:
EL-P-DIU-S-8.a) Locate key ideas, facts or details
EL-P-DIU-S-8.b) Use information from text to state and support the central/main idea
EL-P-DIU-S-8.c) Identify text features (e.g., title, bold print) of different types of informational texts (e.g., lists, recipes, directions, children's magazines, dictionaries)
EL-P-DIU-S-8.d) Read and use functional messages encountered in daily life
EL-P-DIU-S-8.e) Use information from texts to accomplish a specific task or to answer questions
EL-P-DIU-S-8.f) Use text features and visual information (e.g., pictures, maps, charts, graphs, timelines, visual organizers) to understand text
EL-P-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 encompass literary and informational texts (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-P-IT-U-1. Program of Studies: Understandings - Students will understand that interpretations of text involve linking information within and across parts of a text and determining importance of the information presented.
EL-P-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions, the information presented, or the author's perspective.
EL-P-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-P-IT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts (e.g., using prior knowledge, previewing text selections, making predictions, generating questions, constructing sensory images, using text features, making connections, determining importance of information)
EL-P-IT-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., sequence, compare/contrast) to aid in comprehension
EL-P-IT-S-3. Program of Studies: Skills and Concepts - Students will identify author's purpose (e.g., to entertain, to inform, to persuade)
EL-P-IT-S-4. Program of Studies: Skills and Concepts - Students will discuss why an author might have chosen to use particular language (e.g., words, phrases)
EL-P-IT-S-5. Program of Studies: Skills and Concepts - Students will examine relationships between earlier and later parts of a text and how these parts make sense together
EL-P-IT-S-6. Program of Studies: Skills and Concepts - Students will summarize a variety of reading passages by selecting the main ideas and main events or key points
EL-P-IT-S-7. Program of Studies: Skills and Concepts - Students will discuss the message of the text
EL-P-IT-S-8. Program of Studies: Skills and Concepts - Students will record and organize ideas found within texts to show understanding (e.g., charting, mapping)
EL-P-IT-S-9. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-P-IT-S-9.a) Identify traits of main characters, interpret possible motives, and explain a character's actions
EL-P-IT-S-9.b) Trace characters and plot across multiple episodes
EL-P-IT-S-9.c) Identify problems and explain how conflicts are resolved
EL-P-IT-S-9.d) Recognize author's craft as appropriate to genre (e.g., figurative language/imagery, rhyme)
EL-P-IT-S-10. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-P-IT-S-10.a) Distinguish between informative or persuasive passages
EL-P-IT-S-10.b) Identify commonly used persuasive techniques (e.g., emotional appeal, testimonial)
EL-P-IT-S-10.c) Identify an author's opinion
EL-P-IT-S-10.d) Use evidence from the text to state central /main idea and details that support them
EL-P-IT-S-10.e) Use text references to support conclusions based on what is read, for example, an author's opinion about a subject
EL-P-IT-S-10.f) Distinguish between facts and opinions found in texts
EL-P-IT-S-10.g) Identify information in a passage supported by facts
EL-P-IT-S-11. Program of Studies: Skills and Concepts - Students will pose questions and use a variety of print and non-print resources to find information to answer them
EL-P-IT-S-12. Program of Studies: Skills and Concepts - Students will understand and interpret the concepts and relationships described in a text
EL-P-IT-S-13. Program of Studies: Skills and Concepts - Students will evaluate information from multiple sources by determining necessary information and interpreting findings
EL-P-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-P-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-P-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-text, and text-to-world connections.
EL-P-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-P-RRT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying and literal questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-P-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on personal interests
EL-P-RRT-S-3. Program of Studies: Skills and Concepts - Students will generate a personal response to what is read, listened to or viewed:
EL-P-RRT-S-3.a) Relate stories or texts to prior knowledge, personal experiences, other texts, or ideas
EL-P-RRT-S-3.b) Provide text references/evidence to support connections made between text-to-self, text-to-text, or text-to-world
EL-P-RRT-S-4. Program of Studies: Skills and Concepts - Students will read personal and other classmates writing
EL-P-RRT-S-5. Program of Studies: Skills and Concepts - Students will extend the story (e.g., through discussion, role play, writing)
EL-P-RRT-S-6. Program of Studies: Skills and Concepts - Students will voluntarily read aloud and to others, signaling a sense of themselves as a reader
EL-P-RRT-S-7. Program of Studies: Skills and Concepts - Students will demonstrate participation in a literate community by sharing and responding to ideas and connections through writing and focused discussions about text
EL-P-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-P-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.
EL-P-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-P-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-P-DCS-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts (e.g., using prior knowledge, previewing text selections, making predictions, generating questions, constructing sensory images, using text features, making connections, determining importance of information)
EL-P-DCS-S-2. Program of Studies: Skills and Concepts - Students will explain how text features are used to organize information for clarity or usefulness
EL-P-DCS-S-3. Program of Studies: Skills and Concepts - Students will identify the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast) to understand the passage
EL-P-DCS-S-4. Program of Studies: Skills and Concepts - Students will evaluate what is read, based on the author's purpose, message, word choice/language use, sentence variety, content or use of literary elements
EL-P-DCS-S-5. Program of Studies: Skills and Concepts - Students will compare books by the same author, or books about the same theme or topic
EL-P-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-P-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-P-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, narratives, procedures).
EL-P-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-P-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-P-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., learning logs, reflections)
EL-P-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., journals, exit/admit slips)
EL-P-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-P-WC-S-3.a) Communicate about personal experiences
EL-P-WC-S-3.b) Communicate through authentic literary forms to make meaning about the human condition
EL-P-WC-S-3.c) Communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining)
EL-P-WC-S-3.d) Communicate reflectively
EL-P-WC-S-3.e) Recognize and address needs of intended audience
EL-P-WC-S-3.f) Adjust the writing style (formal, informal) for intended audience
EL-P-WC-S-4. Program of Studies: Skills and Concepts - Students will communicate purpose, focus, and controlling ideas authentic to the writer
EL-P-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 (e.g., beginning with meaningful drawings, symbols and letters, and moving to use of appropriate written language-words/labels, phrases, sentences, paragraphs and whole texts)
EL-P-WC-S-6. Program of Studies: Skills and Concepts - Students will select and incorporate ideas or information (e.g., from reading or other learning), explaining reflections or related connections (e.g., identifying relationships and own experiences, offering support for conclusions, organizing prior knowledge about a topic)
EL-P-WC-S-7. Program of Studies: Skills and Concepts - Students will communicate understanding of ideas or events
EL-P-WC-S-8. Program of Studies: Skills and Concepts - Students will provide sufficient details for clear understanding
EL-P-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-P-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-P-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-P-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-P-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-P-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) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-P-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)
EL-P-WS-S-3. Program of Studies: Skills and Concepts - Students will establish a context for the reader and a controlling idea in the introduction; arrange ideas in meaningful order; and have an effective conclusion
EL-P-WS-S-4. Program of Studies: Skills and Concepts - Students will create paragraphs that maintain focus on one central idea; apply paragraph structures (block and indented) consistently
EL-P-WS-S-5. Program of Studies: Skills and Concepts - Students will use a variety of transitional words/phrases (e.g. time, order of sequence)
EL-P-WS-S-6. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., numbering, pictures, labels, diagrams, charts, shape in poetry) to enhance clarity and meaning
EL-P-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-P-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-P-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-P-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-P-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to use correct spelling, punctuation and capitalization.
EL-P-WV-U-5. Program of Studies: Understandings - Students will understand that writers need to document sources /give credit for the ideas of others.
EL-P-WV-S-1. Program of Studies: Skills and Concepts - Students will choose precise and descriptive language for clarity and its effect on the reader (words with multiple meanings, strong nouns and verbs, concrete and sensory details, figurative language - similes)
EL-P-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-P-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); mechanics (e.g., capitalization, punctuation); and usage (e.g., to/too/two; there/their)
EL-P-WV-S-4. Program of Studies: Skills and Concepts - Students will use grade-appropriate spelling (beginning with pictures/marks/signs that represent print and moving to correct beginning and ending sounds, to developmental spelling, to correct spelling in final drafts)
EL-P-WV-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., picture dictionary, word wall) to correct spelling in final drafts
EL-P-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)
EL-P-WV-S-7. Program of Studies: Skills and Concepts - Students will write legibly (e.g., print, cursive) leaving space between letters in a word, words in a sentence and words at the end of the edges of the paper
EL-P-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-P-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-P-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-P-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-P-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-P-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-P-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-P-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., webbing, free writes, researching print and non-print sources, interviewing, observing, imagining and creating novel ideas)
EL-P-WP-S-2.c) Organize and present ideas by taking notes and summarizing
EL-P-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-P-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, diagrams) in addition to written text
EL-P-WP-S-3.b) Logically incorporate information
EL-P-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-P-WP-S-4.a) Reflect on own writing
EL-P-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-P-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-P-WP-S-4.d) Make sure paragraphs are supported appropriately with relevant details and that sentences are in sequential order; develop introductions and conclusions
EL-P-WP-S-5. Program of Studies: Skills and Concepts - Students will edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and appropriate documentation of sources
EL-P-WP-S-6. Program of Studies: Skills and Concepts - Students will publish
EL-P-WP-S-6.a) Produce products for intended audience
EL-P-WP-S-6.b) Present final work in a neat, legible form and share with intended audience
EL-P-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-EP-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-EP-1.0.1. Students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages. DOK 2
RD-EP-1.0.2. Students will apply knowledge of synonyms, antonyms or compound words for comprehension. DOK 2
RD-EP-1.0.3. Students will know that some words have multiple meanings and identify the correct meaning as the word is used. DOK 2
RD-EP-1.0.4. Students will apply the meanings of common prefixes or suffixes to comprehend unfamiliar words. DOK 2
RD-EP-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-EP-1.0.6. Students will formulate questions to guide reading.
RD-EP-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-EP-2.0.1. Students will distinguish between fiction and non-fiction texts.
RD-EP-2.0.2. Students will describe characters, plot, setting or problem/solution of a passage. DOK 3
RD-EP-2.0.3. Students will locate key ideas or information in a passage. DOK 1
RD-EP-2.0.4. Students will identify specialized vocabulary (words and terms specific to understanding the content). DOK 2
RD-EP-2.0.5. Students will identify the correct sequence. DOK 1
RD-EP-2.0.7. Students will make inferences or draw conclusions based on what is read. DOK 3
RD-EP-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-EP-3.0.1. Students will explain a character's or speaker's actions based on a passage. DOK 3
RD-EP-3.0.2. Students will explain how a conflict in a passage is resolved.
RD-EP-3.0.3. Students will identify an author's purpose in a passage.
RD-EP-3.0.4. Students will identify main ideas or details that support them. DOK 3
RD-EP-3.0.5. Students will identify fact or opinion from a passage. DOK 2
RD-EP-3.0.6. Students will identify information in a passage that is supported by fact. DOK 2
RD-EP-3.0.7. Students will identify an author's opinion about a subject.
RD-EP-3.0.8. Students will identify informative or persuasive passages.
RD-EP-3.0.9. Students will identify commonly used persuasive techniques ( emotional appeal and testimonial) used in a passage.
RD-EP-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-EP-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-EP-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-EP-5.0.1. Students will evaluate what is read based on the author's word choice, content or use of literary elements.
RD-EP-5.0.2. Students will identify literary devices such as foreshadowing, imagery or figurative language (similes and personification).
RD-EP-5.0.3. Students will identify text features (e.g., pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, headings) to answer questions about a passage. DOK 2
RD-EP-5.0.4. Students will identify the organizational pattern used (e.g., sequence, cause and effect or comparison and contrast) to understand the passage.
WR-EP-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-EP-1.1.0. Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by: Narrowing the topic to create a specific purpose for writing; Establishing a controlling idea, theme, or conclusion about the topic; 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-EP-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-EP-1.1.1b. In Reflective Writing, students will recognize needs of the intended audience.
WR-EP-1.1.1c. In Reflective Writing, students will use a suitable tone or appropriate voice.
WR-EP-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's experience by focusing on life events or relationships.
WR-EP-1.1.2b. In Personal Expressive Writing, students will apply characteristics of the selected form (e.g., personal narrative, personal memoir).
WR-EP-1.1.2c. In Personal Expressive Writing, students will create a point of view.
WR-EP-1.1.2d. In Personal Expressive Writing, students will use a suitable tone or appropriate voice.
WR-EP-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-EP-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-EP-1.1.2g. In Literary Writing, students will use a suitable tone or appropriate voice.
WR-EP-1.1.2h. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-EP-1.1.3a. In Transactive Writing, students will communicate a purpose through informing or persuading.
WR-EP-1.1.3b. In Transactive Writing, students will develop an angle.
WR-EP-1.1.3c. In Transactive Writing, students will communicate what the reader should know, do or believe as a result of reading the piece.
WR-EP-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article).
WR-EP-1.1.3e. In Transactive Writing, students will use a suitable tone.
WR-EP-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-EP-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-EP-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-EP-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies or processes.
WR-EP-1.2.1c. In Reflective Writing, students will explain own decisions about literacy goals.
WR-EP-1.2.1d. In Reflective Writing, students will identify own strengths and areas for growth.
WR-EP-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 setting, mood, scene, image or feeling.
WR-EP-1.2.2b. In Personal Expressive/Literary Writing, students will apply literary or poetic devices (e.g., simile, personification) when appropriate.
WR-EP-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate reflection when appropriate.
WR-EP-1.2.3a. In Transactive Writing, students will communicate relevant information.
WR-EP-1.2.3b. In Transactive Writing, students will develop an angle with support (e.g., facts, examples, reasons, visuals).
WR-EP-1.2.3c. In Transactive Writing, students will apply research to support ideas with facts and opinions.
WR-EP-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-EP-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-EP-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-EP-2.3.1b. In Reflective Writing, students will communicate ideas and details in meaningful order.
WR-EP-2.3.1c. In Reflective Writing, students will use transitions or transitional elements between ideas to guide the reader.
WR-EP-2.3.1d. In Reflective Writing, students will create paragraphs.
WR-EP-2.3.1e. In Reflective Writing, students will create conclusions effectively.
WR-EP-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-EP-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in a meaningful order.
WR-EP-2.3.2c. In Personal Expressive/Literary Writing, students will use transitions or transitional elements between ideas to guide the reader.
WR-EP-2.3.2d. In Personal Expressive/Literary Writing, students will create paragraphs.
WR-EP-2.3.2e. 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-EP-2.3.2f. In Personal Expressive/Literary Writing, students will create conclusions effectively
WR-EP-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-EP-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-EP-2.3.3c. In Transactive Writing, students will develop text structure (e.g., problem/ solution, question/answer, description, sequence) to achieve purpose.
WR-EP-2.3.3d. In Transactive Writing, students will arrange ideas in a logical, meaningful order by using transitions or transitional elements between ideas and details.
WR-EP-2.3.3e. In Transactive Writing, students will create paragraphs.
WR-EP-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-EP-2.3.3g. In Transactive Writing, students will create conclusions effectively.
WR-EP-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-EP-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths throughout the piece
WR-EP-2.4.1b. In Reflective Writing, students will develop complete and correct sentences.
WR-EP-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths.
WR-EP-2.4.2b. In Personal Expressive/Literary Writing, students will develop complete and correct sentences.
WR-EP-2.4.2c. In Personal Expressive/Literary Writing, students will arrange poetic language in a meaningful order.
WR-EP-2.4.2d. In Personal Expressive/Literary Writing, students will use poetic line breaks effectively.
WR-EP-2.4.3a. In Transactive Writing, students will develop complete sentences or apply unconventional structures when appropriate.
WR-EP-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-EP-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-EP-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage.
WR-EP-3.5.1b. In Reflective Writing, students will use language concisely.
WR-EP-3.5.1c. In Reflective Writing, students will incorporate language to address the content, purpose and audience.
WR-EP-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-EP-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy or impact on the reader.
WR-EP-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-EP-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for grammar and usage.
WR-EP-3.5.3b. In Transactive Writing, students will use precise word choice.
WR-EP-3.5.3c. In Transactive Writing, students will use the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-EP-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-EP-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-EP-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning and experience; 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-EP-4.8.0. Prewriting: Selecting/narrowing a 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, other writing-to-learn activities); Organizing ideas - examining other models of good writing and appropriate text structures to match purpose and organize information.
WR-EP-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating, exploring sentence variety and language use; Organizing writing.
WR-EP-4.10.0. Revising (Content/Ideas): Reflecting to determine where to add, delete, rearrange, define/redefine 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-EP-4.10.4. Revising Skills - Idea Development: Students will identify the topic sentence/main idea of a paragraph.
WR-EP-4.10.5. Revising Skills - Idea Development: Students will select appropriate supporting details.
WR-EP-4.10.6. Revising Skills - Idea Development: Students will identify extraneous material.
WR-EP-4.10.7. Revising Skills - Organization: Students will correct sentences that are out of chronological/sequential order.
WR-EP-4.10.8. Revising Skills - Organization: Students will identify transitions.
WR-EP-4.10.9. Revising Skills - Organization: Students will develop introductions and closures for writing.
WR-EP-4.10.10. Revising Skills - Word Choice: Students will eliminate redundant words.
WR-EP-4.10.11. Revising Skills - Word Choice: Students will choose the most specific word for use in a sentence.
WR-EP-4.11.0. Editing (Conventions and Mechanics): Checking for correctness with self, teacher or peer(s) (Language usage; Sentence structure; Spelling; Capitalization; Punctuation; Documentation of sources); Using resources to support editing (e.g., spellcheck, dictionaries, thesauri, handbooks).
WR-EP-4.11.12. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-EP-4.11.13. Editing Skills - Language Usage: Students will apply knowledge of present and past verb tenses.
WR-EP-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-EP-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) and pronoun references.
WR-EP-4.11.16. Editing Skills - Sentence Structure: Students will correct run-on sentences.
WR-EP-4.11.17. Editing Skills - Sentence Structure: Students will correct sentence fragments.
WR-EP-4.11.18. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words
WR-EP-4.11.19. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
WR-EP-4.11.20. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-EP-4.11.21. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
WR-EP-4.11.22. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names, days, months).
WR-EP-4.11.23. Editing Skills - Capitalization: Students will capitalize the beginning of sentences.
WR-EP-4.11.24. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'.
WR-EP-4.11.25. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate.
WR-EP-4.11.26. Editing Skills - Capitalization: Students will capitalize words in a title.
WR-EP-4.11.27. Editing Skills - Punctuation: Students will correctly punctuate nearly all of the time declarative, exclamatory, interrogative and imperative sentences.
WR-EP-4.11.28. Editing Skills - Punctuation: Students will approximate the use of commas in a series, a date, a compound sentence and the greeting and closing of a letter.
WR-EP-4.11.29. Editing Skills - Punctuation: Students will approximate the use of beginning and ending quotation marks in dialogue.
WR-EP-4.11.30. Editing Skills - Documentation: Students will identify the need for documentation.
WR-EP-4.12.00. Publishing: Sharing final piece with intended audience
WR-EP-4.13.00. Reflecting: Reflecting upon progress, growth and goals as a writer; literacy skills; who or what has influenced progress and growth; approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing).
KY.PS. Program of Studies 2006
EL-4-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-4-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-4-FF-U-2. Program of Studies: Understandings - Students will understand that fluency involves reading orally and silently with speed, accuracy, and proper phrasing and expression, while attending to text features (e.g., punctuation, italics).
EL-4-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-4-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-4-FF-S-1. Program of Studies: Skills and Concepts - Students will read high-frequency/grade-appropriate words with automaticity in connected text; read multisyllabic words using knowledge of sounds, word structure, syllable types, and word patterns; and identify the purpose of capitalization, punctuation, and text features (e.g., boldface type, italics, indentations) to make meaning of a variety of texts
EL-4-FF-S-2. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading
EL-4-FF-S-3. Program of Studies: Skills and Concepts - Students will read grade-appropriate material--0rally and silently--with accuracy and fluency
EL-4-FF-S-4. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand vocabulary and texts:
EL-4-FF-S-4.a) Formulate questions to guide reading before, during and after reading
EL-4-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-4-FF-S-4.c) Apply knowledge of synonyms, antonyms, homonyms/homophones, compound words, or differences in meaning to assist comprehension
EL-4-FF-S-4.d) Identify syllables and parts of words (e.g., prefixes, suffixes, base words); apply the meanings of common prefixes or suffixes to comprehend unfamiliar words
EL-4-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-4-FF-S-4.f) Scan to find specific key information (e.g., dates, places); skim to get the general meaning of a passage
EL-4-FF-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., dictionaries, glossaries, thesauruses) to determine correct spellings of words, to identify multiple meanings of words, content-specific meanings of words, and precise use of vocabulary
EL-4-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 (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-4-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-4-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.
EL-4-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies greatly enhances understanding of text. Among these texts include fiction, non-fiction, classic and contemporary works.
EL-4-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 genres (including print and non-print) facilitates the reader's ability to make meaning of the text.
EL-4-DIU-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying and literal questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts
EL-4-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., sequence, chronology, compare/contrast, description) to aid in comprehension
EL-4-DIU-S-3. Program of Studies: Skills and Concepts - Students will describe explicitly stated cause and effect relationships
EL-4-DIU-S-4. Program of Studies: Skills and Concepts - Students will distinguish between fiction and non-fiction texts
EL-4-DIU-S-5. Program of Studies: Skills and Concepts - Students will identify unfamiliar words and specialized vocabulary (words/terms needed to understand content)
EL-4-DIU-S-6. Program of Studies: Skills and Concepts - Students will paraphrase and summarize (e.g., to show relationships, relative importance of information) and sequence major events or steps in a process if appropriate
EL-4-DIU-S-7. Program of Studies: Skills and Concepts - Students will make text-based inferences; make and check predictions
EL-4-DIU-S-8. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-4-DIU-S-8.a) Identify and describe characters ,major events/plot, setting or problem/solution
EL-4-DIU-S-8.b) Make and check predictions
EL-4-DIU-S-8.c) Identify characteristics of different types of literary texts (e.g., stories, poems, plays, fairy tales, folktales, historical fiction, realistic fiction)
EL-4-DIU-S-9. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-4-DIU-S-9.a) Locate key ideas, information, facts, or details
EL-4-DIU-S-9.b) Use information to state and support central/main idea or to interpret the meaning of specialized vocabulary (words and terms specific to understanding the content)
EL-4-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-4-DIU-S-9.d) Read and use functional messages encountered in daily life
EL-4-DIU-S-9.e) Use information from text to accomplish a specific task or answer questions
EL-4-DIU-S-9.f) Use visual information (e.g., maps, charts, graphs , timelines, visual organizers) to understand texts
EL-4-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 and informational texts (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-4-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-4-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions about the message, the information presented, or the author's perspective.
EL-4-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-4-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-4-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-4-IT-S-3. Program of Studies: Skills and Concepts - Students will use text references to explain author's purpose, author's message, supporting evidence or logical predictions
EL-4-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, webbing)
EL-4-IT-S-5. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-4-IT-S-5.a) Explain a character's actions and interpret possible motives based on a passage
EL-4-IT-S-5.b) Identify problems and explain how conflicts are resolved
EL-4-IT-S-5.c) Recognize author's craft as appropriate to genre (e.g., figurative language, exaggeration)
EL-4-IT-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-4-IT-S-6.a) Distinguish between informative or persuasive passages
EL-4-IT-S-6.b) Identify commonly used persuasive techniques (e.g., emotional appeal, testimonial, bandwagon, expert opinion)
EL-4-IT-S-6.c) Use evidence/references from the text to state central/main idea and details that support them
EL-4-IT-S-6.d) Distinguish between facts and opinions found in texts
EL-4-IT-S-6.e) Identify information in a passage that is supported by facts
EL-4-IT-S-6.f) Explain the purposes of text features in different types of informational texts
EL-4-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. Texts encompass print and non-print literary and informational texts. (Academic Expectations 1.1, 1.2, 1.3, 1.4)
EL-4-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-4-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-4-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-4-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-4-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on personal interests
EL-4-RRT-S-3. Program of Studies: Skills and Concepts - Students will generate a personal response to what is read, listened to or viewed:
EL-4-RRT-S-3.a) Relate stories or texts to prior knowledge, personal experiences, other texts, or ideas
EL-4-RRT-S-3.b) Provide text references/evidence to support connections made between text-to-self, text-to texts, or texts-to-world
EL-4-RRT-S-4. Program of Studies: Skills and Concepts - Students will read a range of 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-4-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-4-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-4-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-4-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-4-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-4-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-4-DCS-S-1. Program of Studies: Skills and Concepts - Students will explain how text features organize information for clarity or for usefulness
EL-4-DCS-S-2. 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, sequence, description) and describe how understanding the structure helps to understand the text
EL-4-DCS-S-3. 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-4-DCS-S-4. Program of Studies: Skills and Concepts - Students will form and support judgments/opinions about central ideas
EL-4-DCS-S-5. Program of Studies: Skills and Concepts - Students will connect information within and across texts
EL-4-DCS-S-6. Program of Studies: Skills and Concepts - Students will evaluate the accuracy of information presented in texts
EL-4-DCS-S-7. Program of Studies: Skills and Concepts - Students will evaluate connections among evidences and inferences
EL-4-DCS-S-8. Program of Studies: Skills and Concepts - Students will evaluate the quality of evidence used to support or oppose an argument
EL-4-DCS-S-9. Program of Studies: Skills and Concepts - Students will analyze or evaluate the use of persuasive or propaganda techniques
EL-4-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-4-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-4-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, narratives, procedures).
EL-4-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-4-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-4-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., learning logs, reflections)
EL-4-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., journals, summaries)
EL-4-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-4-WC-S-3.a) Communicate about personal experiences
EL-4-WC-S-3.b) Communicate through authentic literary forms to make meaning about the human condition
EL-4-WC-S-3.c) Communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining, persuading)
EL-4-WC-S-3.d) Analyze and communicate reflectively about literacy goals
EL-4-WC-S-3.e) Analyze and address needs of intended audience
EL-4-WC-S-3.f) Adjust the writing style (formal, informal) for intended audience
EL-4-WC-S-4. Program of Studies: Skills and Concepts - Students will communicate purpose, focus, and controlling ideas authentic to the writer
EL-4-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-4-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 or one's own experiences, offering support for conclusions, organizing prior knowledge about a topic)
EL-4-WC-S-7. Program of Studies: Skills and Concepts - Students will communicate understanding of ideas or events from different viewpoints
EL-4-WC-S-8. Program of Studies: Skills and Concepts - Students will provide sufficient details for clear understanding
EL-4-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-4-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-4-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-4-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-P-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-4-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-4-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-4-WS-S-3. Program of Studies: Skills and Concepts - Students will establish a context for the reader and a controlling idea in the introduction; arrange ideas in meaningful order; and conclude effectively
EL-4-WS-S-4. Program of Studies: Skills and Concepts - Students will create unified and coherent paragraphs; apply paragraph structures (block and indented) consistently
EL-4-WS-S-5. Program of Studies: Skills and Concepts - Students will use a variety of transitional words/phrases (e.g. time, order of sequence) and or transitional elements (e.g., white space)
EL-4-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-4-WS-S-7. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., numbering, pictures, labels, diagrams, charts, shape in poetry) to enhance clarity and meaning
EL-4-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-4-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-4-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-4-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-4-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to use correct spelling, punctuation and capitalization.
EL-4-WV-U-5. Program of Studies: Understandings - Students will understand that writers need to document sources /give credit for the ideas of others.
EL-4-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)
EL-4-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-4-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); mechanics (e.g., capitalization, punctuation); and usage (e.g., among/between; accept/except)
EL-4-WV-S-4. Program of Studies: Skills and Concepts - Students will use resources (e.g., dictionary, glossary) 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-4-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 or summarizing
EL-4-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-4-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-4-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-4-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-4-WP-S-1. Program of Studies: Skills and Concepts - Students will focus, establish and maintain a controlling idea on a selected topic
EL-4-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-4-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-4-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., journaling, webbing, freewriting, researching print and non-print sources, note-taking, interviewing, observation, surveying, imagining and creating novel ideas)
EL-4-WP-S-2.c) Organize and present ideas by taking notes, quoting, paraphrasing and summarizing
EL-4-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-4-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams) in addition to written text
EL-4-WP-S-3.b) Logically introduce and incorporate quotes
EL-4-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-4-WP-S-4.a) Reflect on own writing
EL-4-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-4-WP-S-4.c) Confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions
EL-4-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-4-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-4-WP-S-6. Program of Studies: Skills and Concepts - Students will publish to produce products for intended audience:
EL-4-WP-S-6.a) Present written material using basic software programs and graphics when developmentally appropriate (e.g., charts, tables)
EL-4-WP-S-6.b) Present final work in a neat, legible form
EL-4-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-04-1. 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-04-1.0.1. Students will apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages. DOK 2
RD-04-1.0.2. Students will apply knowledge of synonyms, antonyms or compound words for comprehension. DOK 2
RD-04-1.0.3. Students will know that some words have multiple meanings and identify the correct meaning as the word is used. DOK 2
RD-04-1.0.4. Students will apply the meanings of common prefixes or suffixes to comprehend unfamiliar words. DOK 2
RD-04-1.0.5. Students will identify the purpose of capitalization, punctuation, boldface type, italics or indentations to make meaning of the text. DOK 1
RD-04-1.0.6. Students will formulate questions to guide reading.
RD-04-1.0.7. Students will scan to find key information.
RD-04-1.0.8. Students will skim to get the general meaning of a passage.
RD-04-2. 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-04-2.0.1. Students will identify and describe the characteristics of fiction, nonfiction, poetry or plays. DOK 2
RD-04-2.0.2. Students will describe characters, plot, setting or problem/solution of a passage. DOK 3
RD-04-2.0.3. Students will locate key ideas or information in a passage. DOK 1
RD-04-2.0.4. Students will interpret the meaning of specialized vocabulary (words and terms specific to understanding the content). DOK 2
RD-04-2.0.5. Students will identify and explain why the correct sequence is important. DOK 2
RD-04-2.0.6. Students will summarize information from a passage. DOK 2
RD-04-2.0.7. Students will make inferences or draw conclusions based on what is read. DOK 3
RD-04-3. 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-04-3.0.1. Students will explain a character's or speaker's actions based on a passage. DOK 3
RD-04-3.0.2. Students will explain how a conflict in a passage is resolved. DOK 3
RD-04-3.0.3. Students will identify an author's purpose in a passage. DOK 2
RD-04-3.0.4. Students will identify main ideas and details that support them. DOK 3
RD-04-3.0.5. Students will identify fact or opinion from a passage. DOK 2
RD-04-3.0.6. Students will identify information in a passage that is supported by fact. DOK 2
RD-04-3.0.7. Students will identify an author's opinion about a subject. DOK 2
RD-04-3.0.8. Students will identify informative or persuasive passages.
RD-04-3.0.9. Students will identify commonly used persuasive techniques ( bandwagon, emotional appeal, testimonial, expert opinion) used in a passage.
RD-04-4. 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-04-4.0.1. 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-04-5. 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-04-5.0.1. Students will evaluate what is read based on the author's word choice, content or use of literary elements.
RD-04-5.0.2. Students will identify literary devices such as foreshadowing, imagery or figurative language ( similes, metaphors, and personification).
RD-04-5.0.3. 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-04-5.0.4. Students will identify the organizational pattern used (e.g., sequence, cause and effect, or comparison and contrast) to understand the passage. DOK 2
WR-04-1. 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-04-1.1.0. Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by: Narrowing the topic to create a specific purpose for writing; Establishing a controlling idea, theme, or conclusion about the topic; 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-04-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-04-1.1.1b. In Reflective Writing, students will address needs of the intended audience.
WR-04-1.1.1c. In Reflective Writing, students will sustain a suitable tone or appropriate voice.
WR-04-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's life experience by narrating about life events or relationships.
WR-04-1.1.2b. In Personal Expressive Writing, students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir).
WR-04-1.1.2c. In Personal Expressive Writing, students will create a point of view.
WR-04-1.1.2d. In Personal Expressive Writing, students will sustain a suitable tone or appropriate voice.
WR-04-1.1.2e. 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-04-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-04-1.1.2g. In Literary Writing, students will create a point of view.
WR-04-1.1.2h. In Literary Writing, students will use a suitable tone or appropriate voice.
WR-04-1.1.2i. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-04-1.1.3a. In Transactive Writing, students will communicate a purpose through informing or persuading.
WR-04-1.1.3b. In Transactive Writing, students will develop an effective angle to achieve purpose.
WR-04-1.1.3c. 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-04-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article).
WR-04-1.1.3e. In Transactive Writing, students will use a suitable tone.
WR-04-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-04-1.2.0. 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-04-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-04-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies, processes or areas of growth.
WR-04-1.2.1c. In Reflective Writing, students will explain own decisions about literacy goals.
WR-04-1.2.1d. In Reflective Writing, students will identify own strengths and areas for growth.
WR-04-1.2.1e. In Reflective Writing, students will support claims about self.
WR-04-1.2.2a. 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-04-1.2.2b. In Personal Expressive/Literary Writing, students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate.
WR-04-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate reflection when appropriate.
WR-04-1.2.3a. In Transactive Writing, students will communicate relevant information to clarify a specific purpose.
WR-04-1.2.3b. In Transactive Writing, students will develop an angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
WR-04-1.2.3c. In Transactive Writing, students will develop explanations to support the writer's purpose.
WR-04-1.2.3d. In Transactive Writing, students will apply research to support ideas with facts and opinions.
WR-04-1.2.3e. In Transactive Writing, students will incorporate persuasive techniques (e.g., bandwagon, emotional appeal, testimonial, expert opinion).
WR-04-2. 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-04-2.3.0. 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-04-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-04-2.3.1b. In Reflective Writing, students will communicate ideas and details in meaningful order.
WR-04-2.3.1c. In Reflective Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-04-2.3.1d. In Reflective Writing, students will apply paragraphing effectively.
WR-04-2.3.1e. In Reflective Writing, students will create conclusions effectively.
WR-04-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-04-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in meaningful order.
WR-04-2.3.2c. In Personal Expressive/Literary Writing, students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
WR-04-2.3.2d. In Personal Expressive/Literary Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-04-2.3.2e. In Personal Expressive/Literary Writing, students will apply paragraphing effectively.
WR-04-2.3.2f. 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-04-2.3.2g. In Personal Expressive/Literary Writing, students will create conclusions effectively.
WR-04-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-04-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-04-2.3.3c. 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-04-2.3.3d. 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-04-2.3.3e. In Transactive Writing, students will apply paragraphing effectively.
WR-04-2.3.3f. In Transactive Writing, students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
WR-04-2.3.3g. In Transactive Writing, students will create conclusions effectively.
WR-04-2.4.0. 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-04-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths.
WR-04-2.4.1b. In Reflective Writing, students will develop complete sentences or apply unconventional structures when appropriate.
WR-04-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths.
WR-04-2.4.2b. In Personal Expressive/Literary Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-04-2.4.2c. In Personal Expressive/Literary Writing, students will arrange poetic language in meaningful order
WR-04-2.4.2d. In Personal Expressive/Literary Writing, students will apply poetic line breaks effectively.
WR-04-2.4.3a. In Transactive Writing, students will develop complete, concise sentences or apply unconventional structures when appropriate.
WR-04-3. 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-04-3.5.0. 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-04-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage.
WR-04-3.5.1b. In Reflective Writing, students will apply language concisely.
WR-04-3.5.1c. In Reflective Writing, students will incorporate language appropriate to the content, purpose, and audience.
WR-04-3.5.2a. In Personal Expressive/Literary Writing, students will adhere to standard guidelines for usage and grammar or use nonstandard for effect.
WR-04-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy, precision, richness, or impact on the reader.
WR-04-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-04-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for usage and grammar.
WR-04-3.5.3b. In Transactive Writing, students will apply precise word choice.
WR-04-3.5.3c. In Transactive Writing, students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-04-4.6.0. 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-04-4. 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-04-4.7.0. 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-04-4.8.0. 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-04-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating ideas, exploring sentence variety and language use.
WR-04-4.10.0. 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-04-4.10.4. Revising Skills - Idea Development: Students will identify the topic sentence/main idea of a paragraph.
WR-04-4.10.5. Revising Skills - Idea Development: Students will select appropriate supporting details.
WR-04-4.10.6. Revising Skills - Idea Development: Students will identify extraneous materials.
WR-04-4.10.7. Revising Skills - Organization: Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.
WR-04-4.10.8. Revising Skills - Organization: Students will identify the most effective transitions.
WR-04-4.10.9. Revising Skills - Organization: Students will develop effective introductions and closures for writing.
WR-04-4.10.10. Revising Skills - Word Choice: Students will eliminate redundant words and phrases.
WR-04-4.10.11. Revising Skills - Word Choice: Students will choose the most specific word for use in a sentence.
WR-04-4.11.0. 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-04-4.11.12. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-04-4.11.13. Editing Skills - Language Usage: Students will apply knowledge of present, past, and future verb tenses.
WR-04-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-04-4.11.15. 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.
WR-04-4.11.16. Editing Skills - Sentence Structure: Students will correct run-on or awkward sentences.
WR-04-4.11.17. Editing Skills - Sentence Structure: Students will correct sentence fragments.
WR-04-4.11.18. Editing Skills - Sentence Structure: Students will combine short, choppy sentences effectively.
WR-04-4.11.19. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words.
WR-04-4.11.20. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
WR-04-4.11.21. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-04-4.11.22. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
WR-04-4.11.23. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names, days, months).
WR-04-4.11.24. Editing Skills - Capitalization: Students will capitalize the beginning of sentences.
WR-04-4.11.25. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'.
WR-04-4.11.26. Editing Skills - Capitalization: Students will capitalize proper adjectives.
WR-04-4.11.27. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate.
WR-04-4.11.28. Editing Skills - Capitalization: Students will capitalize the first word and every succeeding main word in a title.
WR-04-4.11.29. Editing Skills - Punctuation: Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.
WR-04-4.11.30. Editing Skills - Punctuation: Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a letter.
WR-04-4.11.31. Editing Skills - Punctuation: Students will use beginning and ending quotation marks in dialogue and titles.
WR-04-4.11.32. Editing Skills - Punctuation: Students will use apostrophes in possessives and contractions.
WR-04-4.11.33. Editing Skills - Punctuation: Students will use periods in abbreviations and acronyms.
WR-04-4.11.34. Editing Skills - Documentation: Students will document use of sources.
WR-04-4.12.0. Publishing: Sharing final piece with intended audience.
WR-04-4.13.0. 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).
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).
KY.PS. Program of Studies 2006
EL-6-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-6-FF-U-1. Program of Studies: Understandings - Students will understand that knowing how to apply phonetic principles, context clues, and orthographic patterns (including structural analysis, analogizing, and spelling patterns) can help determine unfamiliar words while reading.
EL-6-FF-U-2. Program of Studies: Understandings - Students will understand that fluency involves reading orally and silently with speed, accuracy, and proper phrasing and expression, while attending to text features.
EL-6-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-6-FF-U-4. Program of Studies: Understandings - Students will understand that many words have multiple meanings. Knowledge of syntax/language structure, semantics/meaning, and 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-6-FF-S-1. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading
EL-6-FF-S-2. Program of Studies: Skills and Concepts - Students will make predictions while reading. Students will read grade-appropriate material -- orally and silently- with automaticity (accuracy and fluency, phrasing, expression, and attention to text features
EL-6-FF-S-3. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand vocabulary and texts:
EL-S-FF-S-3.a) Formulate questions to guide reading (before, during and after reading)
EL-S-FF-S-3.b) Apply word recognition strategies to determine pronunciations or meanings of words in passages
EL-S-FF-S-3.c) Apply knowledge of synonyms, antonyms, homonyms/homophones, differences in meaning, or simple analogies to assist comprehension
EL-S-FF-S-3.d) Interpret and explain literal and non-literal meanings of words or phrases, based on context
EL-S-FF-S-3.e) Identify syllables and parts of words (e.g., prefixes, suffixes, base words, common roots) and apply their meanings to comprehend unfamiliar words
EL-S-FF-S-3.f) 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-S-FF-S-3.g) Scan to find specific key information (e.g., dates, places); skim to get the general meaning of a passage
EL-6-FF-S-4. 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-6-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 multi-cultural texts) encompass literary and informational texts (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-6-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-6-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-6-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-6-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 genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-6-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-6-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-6-DIU-S-3. Program of Studies: Skills and Concepts - Students will distinguish between fiction and non-fiction texts
EL-6-DIU-S-4. Program of Studies: Skills and Concepts - Students will explain the meaning of concrete or abstract terms, based on the context (e.g., 'loaded' words, connotation, denotation)
EL-6-DIU-S-5. Program of Studies: Skills and Concepts - Students will paraphrase and summarize information from texts of various lengths; make text-based inferences; draw conclusions based on what is read
EL-6-DIU-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts
EL-6-DIU-S-6.a) Identify characteristics of different types of literary texts (e.g., stories, poems, plays, folktales, historical fiction, realistic fiction, mysteries, science fiction, myths, legends)
EL-6-DIU-S-6.b) Identify and explain the main idea of a passage
EL-6-DIU-S-7. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-6-DIU-S-7.a) Locate key ideas, information, facts or details
EL-6-DIU-S-7.b) Use information from text to state and support central/main idea
EL-6-DIU-S-7.c) Use information from texts to accomplish a specific task or answer questions
EL-6-DIU-S-7.d) Use text features and visual information (e.g., maps, charts, graphs, timelines, visual organizers) to understand texts
EL-6-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 and informational texts (expository, persuasive, and procedural texts and document). 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-6-IT-U-1. Program of Studies: Understandings - Students will understand that interpretations of text involve linking information across parts of a text, determining importance of the information presented.
EL-6-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions, the information presented, or the author's perspective.
EL-6-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-6-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-6-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-6-IT-S-3. Program of Studies: Skills and Concepts - Students will use text references to explain author's purpose, author's message or theme and supporting evidence
EL-6-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 organizer, outlining, note taking)
EL-6-IT-S-5. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-6-IT-S-5.a) Analyze how external conflicts are resolved identify use of author's craft as appropriate to genre (e.g., rhyme, alliteration, sensory images, simile, description, dialogue)
EL-6-IT-S-5.b) Explain the relationship between events in a story and a character's behavior
EL-6-IT-S-5.c) Identify details that support the main idea or explain their importance in a passage
EL-6-IT-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-6-IT-S-6.a) Distinguish between informative and persuasive passages
EL-6-IT-S-6.b) Identify use of persuasive techniques (e.g., emotional/ logical appeal, repetition) or propaganda techniques (e.g., testimonial, bandwagon)
EL-6-IT-S-6.c) Use evidence/references from the text to state central/main idea and details that support them; explain the importance of details in a passage
EL-6-IT-S-6.d) Distinguish between facts and opinions found in texts
EL-6-IT-S-6.e) Explain the purposes of text features in different types of informational texts
EL-6-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-6-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 can be expressed as comparisons, analogies, inferences, or the synthesis of ideas.
EL-6-RRT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence of applying ideas, making text-to-self, text-to-text, and text-to-world connections.
EL-6-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-6-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-6-RRT-S-2. Program of Studies: Skills and Concepts - Students will self select texts based on personal interests
EL-6-RRT-S-3. Program of Studies: Skills and Concepts - Students will use evidence from text(s) to generate a personal response to what is read or viewed:
EL-6-RRT-S-3.a) Relate texts to prior knowledge, personal experiences, other texts or ideas
EL-6-RRT-S-3.b) Provide text references/evidence to support connections (text-to-self, text-to-text, text-to world)
EL-6-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 theme, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text to-world)
EL-6-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 in-depth discussions about texts
EL-6-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)
EL-6-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 warranted interpretations of texts; and examining texts critically.
EL-6-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-6-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-6-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-6-DCS-U-5. Program of Studies: Understandings - Students will understand that judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills.
EL-6-DCS-S-1. Program of Studies: Skills and Concepts - Students will analyze how text features organize information for clarity or for usefulness
EL-6-DCS-S-2. Program of Studies: Skills and Concepts - Students will identify the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential) and explain how it helps in understanding the passage (e.g., organizing key ideas) and meeting the author's purpose
EL-6-DCS-S-3. Program of Studies: Skills and Concepts - Students will evaluate what is read based on the author's purpose, message, word choice, sentence variety, content, or use of literary elements
EL-6-DCS-S-4. Program of Studies: Skills and Concepts - Students will form and support judgments/opinions about central ideas
EL-6-DCS-S-5. Program of Studies: Skills and Concepts - Students will interpret the interactions among literary elements
EL-6-DCS-S-6. Program of Studies: Skills and Concepts - Students will explain the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
EL-6-DCS-S-7. Program of Studies: Skills and Concepts - Students will make connections and synthesize information within and across texts (e.g., comparing themes, ideas, concept development)
EL-6-DCS-S-8. Program of Studies: Skills and Concepts - Students will evaluate the accuracy of information presented in texts
EL-6-DCS-S-9. Program of Studies: Skills and Concepts - Students will evaluate arguments, interpret, and analyze information from multiple sources by synthesizing arguments or claims to discover the relationship between the parts
EL-6-DCS-S-10. Program of Studies: Skills and Concepts - Students will evaluate connections among evidences and inferences
EL-6-DCS-S-11. Program of Studies: Skills and Concepts - Students will evaluate the quality of evidence used to support or oppose an argument
EL-6-DCS-S-12. Program of Studies: Skills and Concepts - Students will evaluate the use of persuasive or propaganda techniques
EL-6-DCS-S-13. Program of Studies: Skills and Concepts - Students will recognize faulty reasoning and false premises in an argument
EL-6-SC. 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-6-WC-U-1. Program of Studies: Understandings - Students will understand that there are many reasons for all students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.
EL-6-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., personal narrative, informational reports/articles, poetry, response to text).
EL-6-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-6-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-6-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., learning logs, response journals)
EL-6-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., journals, test answers, on-demand, research reports)
EL-6-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-6-WC-S-4. Program of Studies: Skills and Concepts - Students will communicate purpose, focus, and controlling ideas authentic to the writer
EL-6-WC-S-4.a) Communicate about the significance of personal experiences and relationships
EL-6-WC-S-4.b) Communicate through authentic literary forms to make meaning about the human condition
EL-6-WC-S-4.c) Communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining, persuading, analyzing)
EL-6-WC-S-4.d) Analyze and communicate reflectively about literacy goals
EL-6-WC-S-4.e) Analyze and address needs of intended audience
EL-6-WC-S-4.f) Adjust the writing style (formal, informal) for intended audience
EL-6-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-6-WC-S-6. Program of Studies: Skills and Concepts - Students will select and incorporate ideas or information (e.g., from research, reading, discussion, other content areas), explaining reflections or related connections (e.g., identifying relationships, drawing conclusions, offering support for conclusions, organizing prior knowledge about a topic)
EL-6-WC-S-7. Program of Studies: Skills and Concepts - Students will communicate understanding of a complex idea or event from multiple perspectives
EL-6-WC-S-8. Program of Studies: Skills and Concepts - Students will provide sufficient details and appropriate depth of elaboration for clear understanding
EL-6-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-6-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-6-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-6-WS-U-2. Program of Studies: Understandings - Students will understand that different types of structures are appropriate for different purposes, audiences and different forms of writing. Paragraphs and whole texts must be unified and coherent.
EL-6-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-6-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-6-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, arranging ideas in meaningful order; and conclude effectively
EL-6-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-6-WS-S-5. Program of Studies: Skills and Concepts - Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent
EL-6-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-6-WS-S-7. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., bullets, subheadings, table of contents, white space, pictures, labels, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning
EL-6-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-6-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-6-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-6-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-6-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to use correct spelling, punctuation and capitalization.
EL-6-WV-U-5. Program of Studies: Understandings - Students will understand that writers need to document sources /give credit for the ideas of others.
EL-6-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, words with literal and non-literal meanings, strong nouns and verbs, concrete and sensory details, figurative language - metaphors, similes, alliteration, personification)
EL-6-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-6-WV-S-3. Program of Studies: Skills and Concepts - Students will apply correct grammar skills (e.g., complete sentences, various sentence structures, subject and verb agreement, pronoun antecedent agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., affect/effect, a lot)
EL-6-WV-S-4. Program of Studies: Skills and Concepts - Students will apply non-standard or unconventional language for intended effect appropriate to purpose
EL-6-WV-S-5. Program of Studies: Skills and Concepts - Students will use resources (e.g., dictionary, glossary, word processing programs) and apply knowledge of spelling rules to correct spelling in final drafts
EL-6-WV-S-6. Program of Studies: Skills and Concepts - Students will use resources (e.g., word processing programs, thesaurus) to adhere to standard guidelines for grammar, usage and mechanics
EL-6-WV-S-7. Program of Studies: Skills and Concepts - Students will document ideas used from outside sources (e.g., citing authors or titles within the text; listing print and non-print sources) when paraphrasing, summarizing, quoting or using graphics
EL-6-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-6-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-6-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-6-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-6-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-6-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-6-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-6-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print/ non-print/ electronic sources, note-taking, interviewing, observation, viewing, surveying, imagining and creating novel ideas)
EL-6-WP-S-2.c) Organize and present ideas by taking notes, quoting, paraphrasing, summarizing
EL-6-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-6-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication
EL-6-WP-S-3.b) Logically introduce and incorporate quotes
EL-6-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-6-WP-S-4.a) Reflect on own writing
EL-6-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-6-WP-S-4.c) Confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions
EL-6-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 precise words available
EL-6-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-6-WP-S-6. Program of Studies: Skills and Concepts - Students will publish to produce products for intended audience:
EL-6-WP-S-6.a) Present written material using digital presentation and graphics (e.g. charts and tables)
EL-6-WP-S-6.b) Present final work in a neat, legible form
EL-6-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-06-1. 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-06-1.0.1. Students will apply knowledge of synonyms or antonyms to comprehend a passage. DOK 2
RD-06-1.0.2. Students will select, based on context, the appropriate meaning for a word that has multiple meanings.
RD-06-1.0.3. Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a passage. DOK 2
RD-06-1.0.4. Students will formulate questions to guide reading.
RD-06-1.0.5. Students will scan to find key information.
RD-06-1.0.6. Students will skim to get the general meaning of a passage.
RD-06-1.0.7. Students will interpret literal and non-literal meanings of words or phrases based on context. DOK 2
RD-06-2. 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-06-2.0.1. Students will identify or explain the main idea of a passage. DOK 3
RD-06-2.0.2. Students will identify and explain the characteristics of short stories, novels, poetry or plays. DOK 2
RD-06-2.0.3. Students will identify or explain literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage. DOK 3
RD-06-2.0.4. Students will locate key ideas or information in a passage. DOK 1
RD-06-2.0.5. Students will summarize information from a paragraph, a section of a passage or an entire passage. DOK 2
RD-06-2.0.6. Students will apply the information contained in a passage to accomplish a task/procedure or answer questions about a passage.
RD-06-2.0.7. Students will make predictions, draw conclusions, make generalizations or make inferences based on what is read. DOK 3
RD-06-2.0.8. Students will explain the meaning of concrete and abstract terms, based on the context from a passage (e.g., 'loaded' words, connotation, and denotation). DOK 2
RD-06-3. 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-06-3.0.1. Students will explain the relationship between events in a story and a character's behavior.
RD-06-3.0.2. Students will identify an author's purpose in a passage. DOK 2
RD-06-3.0.3. Students will explain or analyze how a conflict in a passage is resolved. DOK 3
RD-06-3.0.4. Students will identify details that support the main idea or explain their importance in a passage. DOK 3
RD-06-3.0.5. Students will distinguish between informative and persuasive passages.
RD-06-3.0.6. Students will distinguish between fact or opinion.
RD-06-3.0.7. Students will identify or explain an author's opinion about a subject. DOK 2
RD-06-3.0.8. Students will identify the argument or supporting evidence from a passage. DOK 2
RD-06-3.0.9. Students will identify persuasive techniques (e.g., expert opinion, emotional appeal, logical appeal, repetition) or propaganda techniques (e.g., testimonial, bandwagon). DOK 2
RD-06-4. 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-06-4.0.1. Students will connect information from a passage to students' lives (text-to-text), real world issues (text-to-world), and other texts (text-to-text- e.g., novel, short story, song, film, website, etc).
RD-06-5. 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-06-5.0.1. Students will identify the ways in which similar themes, ideas and concepts are developed in more than one literary work.
RD-06-5.0.3. Students will identify literary devices (e.g., symbolism, irony, analogies, imagery, foreshadowing, figurative language). DOK 2
RD-06-5.0.5. Students will evaluate the author's word choice, style, content or use of literary elements.
RD-06-5.0.8. Students will explain or analyze how the use of text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures and captions) enhances the reader's understanding of a passage. DOK 3
RD-06-5.0.9. Students will identify organizational patterns (e.g., cause and effect, comparison, contrast, sequence) to understand a passage. DOK 2
WR-06-1. 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-06-1.1.0. 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-06-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-06-1.1.1b. In Reflective Writing, students will address needs of the intended audience.
WR-06-1.1.1c. In Reflective Writing, students will sustain a suitable tone or appropriate voice.
WR-06-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's life experience by narrating about life events, relationships, or central ideas.
WR-06-1.1.2b. In Personal Expressive Writing, students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay).
WR-06-1.1.2c. In Personal Expressive Writing, students will create point of view.
WR-06-1.1.2d. In Personal Expressive Writing, students will sustain a suitable tone or appropriate voice.
WR-06-1.1.2e. 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, etc.
WR-06-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-06-1.1.2g. In Literary Writing, students will create point of view.
WR-06-1.1.2h. In Literary Writing, students will sustain a suitable tone or appropriate voice.
WR-06-1.1.2i. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-06-1.1.3a. In Transactive Writing, students will communicate a purpose through informing, persuading, or analyzing.
WR-06-1.1.3b. In Transactive Writing, students will develop an effective angle to achieve purpose.
WR-06-1.1.3c. 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-06-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech).
WR-06-1.1.3e. In Transactive Writing, students will sustain in a suitable tone.
WR-06-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-06-1.2.0. 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 to the form. DOK 4
WR-06-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-06-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies, processes or areas of growth.
WR-06-1.2.1c. In Reflective Writing, students will analyze own decisions about literacy goals.
WR-06-1.2.1d. In Reflective Writing, students will evaluate own strengths and areas for growth.
WR-06-1.2.1e. In Reflective Writing, students will support claims about self.
WR-06-1.2.2a. In Personal Expressive/Literary Writing, students will communicate theme/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-06-1.2.2b. In Personal Expressive/Literary Writing, students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate.
WR-06-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate reflection or insight.
WR-06-1.2.3a. In Transactive Writing, students will communicate relevant information to clarify and justify a specific purpose.
WR-06-1.2.3b. In Transactive Writing, students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
WR-06-1.2.3c. In Transactive Writing, students will develop explanations to support the writer's purpose.
WR-06-1.2.3d. In Transactive Writing, students will apply research to support ideas with facts and opinions.
WR-06-1.2.3e. In Transactive Writing, students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical appeal, repetition) or propaganda techniques (e.g., testimonial, bandwagon) when appropriate.
WR-06-2. 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-06-2.3.0. 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 to guide the reader through the piece; Developing effective closure. DOK 3
WR-06-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-06-2.3.1b. In Reflective Writing, students will communicate ideas and details in meaningful order.
WR-06-2.3.1c. In Reflective Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-06-2.3.1d. In Reflective Writing, students will apply paragraphing effectively.
WR-06-2.3.1e. In Reflective Writing, students will create conclusions effectively.
WR-06-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-06-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in meaningful order.
WR-06-2.3.2c. In Personal Expressive/Literary Writing, students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
WR-06-2.3.2d. In Personal Expressive/Literary Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-06-2.3.2e. In Personal Expressive/Literary Writing, students will apply paragraphs effectively.
WR-06-2.3.2f. 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-06-2.3.2g. In Personal Expressive/Literary Writing, students will create conclusions effectively.
WR-06-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-06-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-06-2.3.3c. 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-06-2.3.3d. 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-06-2.3.3e. In Transactive Writing, students will apply paragraphing effectively.
WR-06-2.3.3f. In Transactive Writing, students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
WR-06-2.3.3g. In Transactive Writing, students will create conclusions effectively.
WR-06-2.4.0. 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 effect when appropriate. DOK 3
WR-06-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths throughout the piece.
WR-06-2.4.1b. In Reflective Writing, students will develop complete sentences or apply unconventional structures when appropriate.
WR-06-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths throughout the piece.
WR-06-2.4.2b. In Personal Expressive/Literary Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-06-2.4.2c. In Personal Expressive/Literary Writing, students will arrange poetic language in meaningful order.
WR-06-2.4.2d. In Personal Expressive/Literary Writing, students will apply poetic line breaks effectively.
WR-06-2.4.3a. In Transactive Writing, students will develop complete, concise sentences or apply unconventional structures when appropriate.
WR-06-3. 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-06-3.5.0. 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-06-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage or apply nonstandard for effect.
WR-06-3.5.1b. In Reflective Writing, students will apply language concisely.
WR-06-3.5.1c. In Reflective Writing, students will incorporate language appropriate to the content, purpose, and audience.
WR-06-3.5.2a. In Personal Expressive/Literary Writing, students will adhere to standard guidelines for usage and grammar or use nonstandard for effect.
WR-06-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy, precision, richness, or impact on the reader.
WR-06-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-06-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for usage and grammar.
WR-06-3.5.3b. In Transactive Writing, students will apply precise word choice.
WR-06-3.5.3c. In Transactive Writing, students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-06-3.6.0. 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-06-4. 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-06-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning and experience; 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-06-4.8.0. 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-06-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating ideas, exploring sentence variety and language use.
WR-06-4.10.0. 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-06-4.10.4. Revising Skills - Idea Development: Students will narrow topic for selected writing.
WR-06-4.10.5. Revising Skills - Idea Development: Students will identify topic sentence of a paragraph.
WR-06.4.10.6. Revising Skills - Idea Development: Students will select appropriate supporting details.
WR-06.4.10.7. Revising Skills - Idea Development: Students will identify extraneous/irrelevant materials.
WR-06-4.10.8. Revising Skills - Organization: Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.
WR-06-4.10.9. Revising Skills - Organization: Students will apply the most effective transitions.
WR-06-4.10.10. Revising Skills - Organization: Students will develop effective introductions and closures for writing.
WR-06-4.10.11. Revising Skills - Word Choice: Students will eliminate redundant words and phrases.
WR-06-4.10.12. Revising Skills - Word Choice: Students will choose the most specific word for use in a sentence.
WR-06-4.11.0. 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-06-4.11.13. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-06-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of present, past, and future verb tenses.
WR-06-4.11.15. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-06-4.11.16. Editing Skills - Language Usage: Students will apply knowledge of special problems in usage (a/an, to/two/too, their/there/ they're), pronoun references and double negatives.
WR-06-4.11.17. Editing Skills - Language Usage: Students will apply knowledge of idiomatic expressions.
WR-06-4.11.18. Editing Skills - Sentence Structure: Students will correct run-on and awkward sentences.
WR-06-4.11.19. Editing Skills - Sentence Structure: Students will correct sentence fragments.
WR-06-4.11.20. Editing Skills - Sentence Structure: Students will combine short, choppy sentences effectively.
WR-06-4.11.21. Editing Skills - Sentence Structure: Students will combine simple sentences by using subordination and coordination.
WR-06-4.11.22. Editing Skills - Sentence Structure: Students will correct sentences with misplaced or dangling modifiers.
WR-06-4.11.23. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words.
WR-06-4.11.24. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words.
WR-06-4.11.25. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-06-4.11.26. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
WR-06-4.11.27. Editing Skills - Capitalization: Students will capitalize proper noun (e.g., names, days, months).
WR-06-4.11.28. Editing Skills - Capitalization: Students will capitalize the beginning of sentences.
WR-06-4.11.29. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'.
WR-06-4.11.30. Editing Skills - Capitalization: Students will capitalize proper adjectives.
WR-06-4.11.31. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate.
WR-06-4.11.32. Editing Skills - Capitalization: Students will capitalize the first word and every succeeding main word in a title.
WR-06-4.11.33. Editing Skills - Punctuation: Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.
WR-06-4.11.34. Editing Skills - Punctuation: Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a letter.
WR-06-4.11.35. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.
WR-06-4.11.36. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for apostrophes in possessives and contractions.
WR-06-4.11.37. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.
WR-06-4.11.38. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.
WR-06-4.11.39. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting.
WR-06-4.11.40. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.
WR-06-4.11.41. Editing Skills - Documentation: Students will document use of sources.
WR-06-4.12.0. Publishing: Sharing final piece with intended audience
WR-06-4.13.0. 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).
KY.PS. Program of Studies 2006
EL-7-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-7-FF-U-1. Program of Studies: Understandings - Students will understand that knowing how to apply phonetic principles, context clues, and orthographic patterns (including structural analysis, analogizing, and spelling patterns) can help determine unfamiliar words while reading.
EL-7-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.
EL-7-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-7-FF-U-4. Program of Studies: Understandings - Students will understand that many words have multiple meanings. Knowledge of syntax/language structure, semantics/meaning, and 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-7-FF-S-1. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading
EL-7-FF-S-2. Program of Studies: Skills and Concepts - Students will make predictions while reading
EL-7-FF-S-3. Program of Studies: Skills and Concepts - Students will read grade-appropriate material -- orally and silently -- with automaticity (accuracy and fluency phrasing, expression, and attention to text features - e.g., punctuation, italics, dialogue)
EL-7-FF-S-4. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand vocabulary and texts:
EL-7-FF-S-4.a) Formulate questions to guide reading (before, during and after reading)
EL-7-FF-S-4.b) Apply word recognition strategies to determine pronunciations or meanings of words in passages
EL-7-FF-S-4.c) Apply knowledge of synonyms, antonyms, homonyms/homophones, shades of meaning, or analogies to assist comprehension
EL-7-FF-S-4.d) Interpret the meaning of jargon, dialect or specialized vocabulary used in a passage
EL-7-FF-S-4.e) Interpret and explain literal and non-literal meanings of words or phrases, based on use in context
EL-7-FF-S-4.f) Identify syllables and parts of words (e.g., prefixes, suffixes, base words, common roots) and apply their meanings to comprehend unfamiliar words
EL-7-FF-S-4.g) 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-7-FF-S-4.h) Scan to find specific key information; skim to get the general meaning of a passage (CC 4.1 RD-07-1.0.5, RD-07-1.0.6)
EL-7-FF-S-5. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., print and electronic dictionaries, glossaries, thesauruses) to determine the definition, pronunciation, etymology, spelling, usage of words, multiple meanings of words, and content specific-meanings of words
EL-7-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 (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-7-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-7-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-7-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-7-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 genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-7-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-7-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential) to aid in comprehension
EL-7-DIU-S-3. Program of Studies: Skills and Concepts - Students will explain the meaning of concrete or abstract terms, based on the context (e.g., 'loaded' words, connotation, denotation)
EL-7-DIU-S-4. Program of Studies: Skills and Concepts - Students will paraphrase and summarize information from texts of various lengths
EL-7-DIU-S-5. Program of Studies: Skills and Concepts - Students will make text-based inferences; draw conclusions based on what is read
EL-7-DIU-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts
EL-7-DIU-S-6.a) Identify characteristics of different types of literary texts (e.g., short stories, poems, plays, historical fiction, realistic fiction, mysteries, science fiction, myths)
EL-7-DIU-S-6.b) Identify and explain the main idea of a passage
EL-7-DIU-S-7. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-7-DIU-S-7.a) Locate key ideas, information, facts or details
EL-7-DIU-S-7.b) Use information from text to state and support central/main idea
EL-7-DIU-S-7.c) Use information from text to accomplish a specific task or to answer questions
EL-7-DIU-S-7.d) Use text features and visual information (e.g., maps, charts, graphs, timelines, visual organizers) to understand texts
EL-7-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 and informational texts (expository, persuasive, and procedural texts and documents). Strategies for interpreting print texts can also be applied to non-print texts. (Academic Expectations 1.1, 1.2, 1.3, 1.4)
EL-7-IT-U-1. Program of Studies: Understandings - Students will understand that interpretations of text involve linking information across parts of a text, determining importance of the information presented.
EL-7-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions, the information presented, or the author's perspective.
EL-7-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-7-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-7-IT-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential) to aid comprehension
EL-7-IT-S-3. Program of Studies: Skills and Concepts - Students will use text references to explain author's purpose, author's message or theme, and supporting evidence
EL-7-IT-S-4. Program of Studies: Skills and Concepts - Students will organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizers, outlining, note taking)
EL-7-IT-S-5. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-7-IT-S-5.a) Analyze how external conflicts or internal conflicts are resolved
EL-7-IT-S-5.b) Explain author's craft as appropriate to genre
EL-7-IT-S-5.c) Analyze the relationship between events in a story and a character's behavior
EL-7-IT-S-5.d) Identify details that support the main idea and explain their importance in a passage
EL-7-IT-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-7-IT-S-6.a) Distinguish between informative or persuasive passages
EL-7-IT-S-6.b) Identify use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, rhetorical question) and propaganda techniques (e.g., testimonial, bandwagon)
EL-7-IT-S-6.c) Use evidence/references from the text to state central/main idea and details that support them; explain the importance of details in a passage
EL-7-IT-S-6.d) Understand cause-effect inferences
EL-7-IT-S-6.e) Distinguish between facts and opinions found in texts
EL-7-IT-S-6.f) Explain the purposes of text features in different types of informational texts
EL-7-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-7-RRT-U-1. Program of Studies: Understandings - Students will understand that making reader-text 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-7-RRT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence of applying ideas, making text-to-self, text-to-text, and text-to-world connections.
EL-7-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-7-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on personal interests
EL-7-RRT-S-3. Program of Studies: Skills and Concepts - Students will use evidence from text(s) to formulate and justify opinions about what is read or viewed: relate texts to prior knowledge, personal experiences, other texts or ideas provide text references/evidence to support connections (e.g., text-to-self, text-to-text, or text-to -world)
EL-7-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 theme, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text to- world)
EL-7-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 in-depth discussions about texts
EL-7-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)
EL-7-DCS-U-1. Program of Studies: Understandings - Students will understand that reading is a process that includes applying a wide variety of strategies to comprehend, interpret, and evaluate texts; showing evidence of responsible and warranted interpretations of text; and examining texts critically.
EL-7-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-7-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-7-DCS-U-4. Program of Studies: Understandings - Students will understand that all citizens need to analyze a wide variety of media messages related to matters of public policy and personal interest.
EL-7-DCS-U-5. Program of Studies: Understandings - Students will understand that judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills.
EL-7-DCS-S-1. Program of Studies: Skills and Concepts - Students will analyze how effectively text features organize information for clarity or for usefulness
EL-7-DCS-S-2. Program of Studies: Skills and Concepts - Students will apply knowledge of the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution) and explain how it helps in understanding the passage and meeting the author's purpose
EL-7-DCS-S-3. Program of Studies: Skills and Concepts - Students will evaluate what is read, based on the author's word choice, sentence variety, content, tone and style, or use of literary elements
EL-7-DCS-S-4. Program of Studies: Skills and Concepts - Students will form and support judgments/opinions about central ideas
EL-7-DCS-S-5. Program of Studies: Skills and Concepts - Students will interpret the interactions among literary elements within and across a variety of texts
EL-7-DCS-S-6. Program of Studies: Skills and Concepts - Students will explain the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
EL-7-DCS-S-7. Program of Studies: Skills and Concepts - Students will make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events)
EL-7-DCS-S-8. Program of Studies: Skills and Concepts - Students will evaluate the accuracy of information presented in texts
EL-7-DCS-S-9. Program of Studies: Skills and Concepts - Students will evaluate arguments, interpret, and analyze information from multiple sources by synthesizing arguments or claims to discover the relationship between the parts
EL-7-DCS-S-10. Program of Studies: Skills and Concepts - Students will evaluate connections among evidences and inferences
EL-7-DCS-S-11. Program of Studies: Skills and Concepts - Students will evaluate the quality of evidence used to support or oppose an argument
EL-7-DCS-S-12. Program of Studies: Skills and Concepts - Students will evaluate the use of persuasive or propaganda techniques
EL-7-DCS-S-13. Program of Studies: Skills and Concepts - Students will recognize faulty reasoning and false premises in an argument
EL-7-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-7-WC-U-1. Program of Studies: Understandings - Students will understand that there are many reasons for all students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.
EL-7-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., editorials, self-reflective essays, summaries, responses to text).
EL-7-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-7-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-7-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., learning logs, exit/admit slips)
EL-7-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., class journals, explanations, lab reports, research paper)
EL-7-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-7-WC-S-3.a) Communicate about the significance of personal experiences and relationships
EL-7-WC-S-3.b) Communicate through authentic literary forms to make meaning about the human condition
EL-7-WC-S-3.c) Communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining, persuading, analyzing)
EL-7-WC-S-3.d) Analyze and communicate reflectively about literacy goals
EL-7-WC-S-3.e) Analyze and address needs of intended audience
EL-7-WC-S-3.f) Adjust the writing style (formal, informal, business) for intended audience
EL-7-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-7-WC-S-6. Program of Studies: Skills and Concepts - Students will select and incorporate ideas or information (e.g., from research, reading, discussions, other content areas), explaining reflections or related connections (e.g., identifying relationships, drawing conclusions, offering support for conclusions, organizing prior knowledge about a topic)
EL-7-WC-S-7. Program of Studies: Skills and Concepts - Students will communicate understanding of a complex idea or event from multiple perspectives
EL-7-WC-S-8. Program of Studies: Skills and Concepts - Students will provide sufficient details and appropriate depth of elaboration for clear understanding
EL-6-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-7-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-7-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-7-WS-U-2. Program of Studies: Understandings - Students will understand that different types of structures are appropriate for different purposes, audiences and different forms of writing. Paragraphs and whole texts must be unified and coherent.
EL-7-WS-U-3. Program of Studies: Understandings - Students will understand that structural elements such as context, meaningful order of ideas, transitional elements and conclusion all help make meaning clear for the reader.
EL-7-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-7-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-7-WS-S-3. Program of Studies: Skills and Concepts - Students will apply structures of a variety of academic and work-related texts (e.g., essays, journals, narratives, business letter) for authentic purposes
EL-7-WS-S-4. 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, arranging ideas in meaningful order; and conclude the writing effectively
EL-7-WS-S-5. Program of Studies: Skills and Concepts - Students will create unified and coherent paragraphs; apply paragraph structures (block and indented) consistently and appropriately
EL-6-WS-S-6. Program of Studies: Skills and Concepts - Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent
EL-7-WS-S-7. Program of Studies: Skills and Concepts - Students will apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience
EL-7-WS-S-8. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., bullets, subheadings, table of contents, white space, pictures, labels, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning
EL-7-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-7-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-7-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-7-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-7-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to use correct spelling, punctuation and capitalization.
EL-7-WV-U-5. Program of Studies: Understandings - Students will understand that writers need to document sources /give credit for the ideas of others.
EL-7-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, words with literal and non-literal meanings, strong nouns and verbs, concrete and sensory details, figurative language - metaphors, similes, alliteration, personification)
EL-7-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-7-WV-S-3. Program of Studies: Skills and Concepts - Students will apply correct grammar skills (e.g., complete sentences, various sentence structures, subject and verb agreement, pronoun antecedent agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., affect/effect, who/whom)
EL-7-WV-S-4. Program of Studies: Skills and Concepts - Students will apply non-standard/unconventional language for intended effect appropriate to purpose
EL-7-WV-S-5. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final drafts
EL-7-WV-S-6. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., world processing, thesaurus) to adhere to standard guidelines for grammar, usage and mechanics
EL-7-WV-S-7. Program of Studies: Skills and Concepts - Students will document ideas used from outside sources (e.g., citing authors or titles within the text; citing print and non-print sources) when paraphrasing, summarizing, quoting or using graphics
EL-7-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-7-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-7-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-7-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-7-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-7-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-7-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-7-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print/ non-print/ electronic sources, note-taking, interviewing, observation, viewing, surveying, imagining and creating novel ideas)
EL-7-WP-S-2.c) Organize and present ideas by taking notes, quoting, paraphrasing, summarizing
EL-7-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-7-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication
EL-7-WP-S-3.b) Logically introduce and incorporate quotes
EL-7-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-7-WP-S-4.a) Reflect on own writing
EL-7-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-7-WP-S-4.c) Confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions
EL-7-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 precise words available
EL-7-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-7-WP-S-6. Program of Studies: Skills and Concepts - Students will publish to produce products for intended audience:
EL-7-WP-S-6.a) Present written material using digital presentation and graphics (e.g. charts and tables) when developmentally appropriate
EL-7-WP-S-6.b) Present final work in a neat, legible form
EL-7-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-07-1. 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-07-1.0.1. Students will apply knowledge of synonyms or antonyms to comprehend a passage.
RD-07-1.0.2. Students will select, based on context, the appropriate meaning for a word that has multiple meanings. DOK 2
RD-07-1.0.3. Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a passage.
RD-07-1.0.4. Students will formulate questions to guide reading.
RD-07-1.0.5. Students will scan to find key information.
RD-07-1.0.6. Students will skim to get the general meaning of a passage.
RD-07-1.0.7. Students will interpret literal and non-literal meanings of words or phrases based on context. DOK 2
RD-07-1.0.8. Students will interpret the meaning of jargon, dialect or specialized vocabulary used in a passage. DOK 2
RD-07-2. 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-07-2.0.1. Students will identify or explain the main idea of a passage. DOK 3
RD-07-2.0.2. Students will identify and explain the characteristics of short stories, novels, poetry, or plays. DOK 2
RD-07-2.0.3. Students will identify or explain literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage. DOK 3
RD-07-2.0.4. Students will locate key ideas or information in a passage. DOK 1
RD-07-2.0.5. Students will summarize information from a paragraph, a section of a passage or an entire passage. DOK 2
RD-07-2.0.6. Students will apply the information contained in a passage to accomplish a task/procedure or answer questions about a passage.
RD-07-2.0.7. Students will make predictions, draw conclusions, make generalizations or make inferences based on what is read. DOK 3
RD-07-2.0.8. Students will explain the meaning of concrete and abstract terms, based on the context from a passage (e.g., 'loaded' words, connotation, and denotation). DOK 2
RD-07-3. 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-07-3.0.1. Students will analyze the relationship between events in a story and a character's behavior. DOK 3
RD-07-3.0.2. Students will identify or explain an author's purpose in a passage. DOK 2
RD-07-3.0.3. Students will explain or analyze how a conflict in a passage is resolved. DOK 3
RD-07-3.0.4. Students will identify details that support the main idea or explain their importance in a passage. DOK 3
RD-07-3.0.5. Students will distinguish between informative and persuasive passages.
RD-07-3.0.6. Students will distinguish between fact or opinion.
RD-07-3.0.7. Students will identify or explain an author's opinion about a subject.
RD-07-3.0.8. Students will identify the argument or supporting evidence from a passage. DOK 2
RD-07-3.0.9. Students will identify persuasive techniques (e.g., expert opinion, logical/emotional/ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon). DOK 2
RD-07-4. 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-07-4.0.1. Students will connect information from a passage to students' lives (text-to-text), real world issues (text-to-world), and other texts (text-to-text- e.g., novel, short story, song, film, website, etc).
RD-07-4.0.2. Students will use evidence from a passage to formulate opinions in response to a question about a reading passage.
RD-07-5. 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-07-5.0.1. Students will identify the interrelationships (themes, ideas, concepts) that are developed in more than one literary work.
RD-07-5.0.3. Students will identify and explain the use of literary devices (e.g., symbolism, irony, analogies, imagery, foreshadowing, figurative language). DOK 3
RD-07-5.0.5. Students will evaluate the author's word choice, style, content or use of literary elements.
RD-07-5.0.6. Students will compare and contrast elements, views, ideas or events presented in one or more passages.
RD-07-5.0.7. Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.
RD-07-5.0.8. Students will explain or analyze how the use of text features, (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, and captions) enhances the reader's understanding of a passage. DOK 3
RD-07-5.0.9. Students will apply knowledge of organizational patterns (e.g., cause and effect, comparison, contrast, sequence) to understand a passage. DOK 2
WR-07-1. 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-07-1.1.0. 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-07-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-07-1.1.1b. In Reflective Writing, students will address needs of the intended audience.
WR-07-1.1.1c. In Reflective Writing, students will sustain a suitable tone or appropriate voice.
WR-07-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's life experience by narrating about life events, relationships, or central ideas.
WR-07-1.1.2b. In Personal Expressive Writing, students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay).
WR-07-1.1.2c. In Personal Expressive Writing, students will sustain point of view.
WR-07-1.1.2d. In Personal Expressive Writing, students will sustain a suitable tone or appropriate voice.
WR-07-1.1.2e. 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, etc.
WR-07-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-07-1.1.2g. In Literary Writing, students will sustain point of view.
WR-07-1.1.2h. In Literary Writing, students will sustain a suitable tone or appropriate voice.
WR-07-1.1.2i. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-07-1.1.3a. In Transactive Writing, students will communicate a purpose through informing, persuading, or analyzing.
WR-07-1.1.3b. In Transactive Writing, students will develop an effective angle to achieve purpose.
WR-07-1.1.3c. 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-07-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech).
WR-07-1.1.3e. In Transactive Writing, students will sustain in a suitable tone.
WR-07-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-07-1.2.0. 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 to the form. DOK 4
WR-07-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-07-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies, processes or areas of growth.
WR-07-1.2.1c. In Reflective Writing, students will analyze own decisions about literacy goals.
WR-07-1.2.1d. In Reflective Writing, students will evaluate own strengths and areas for growth.
WR-07-1.2.1e. In Reflective Writing, students will support claims about self.
WR-07-1.2.2a. In Personal Expressive/Literary Writing, students will communicate theme/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, feeling or story line.
WR-07-1.2.2b. In Personal Expressive/Literary Writing, students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate.
WR-07-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate reflection or insight.
WR-07-1.2.3a. In Transactive Writing, students will communicate relevant information to clarify and justify a specific purpose.
WR-07-1.2.3b. In Transactive Writing, students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
WR-07-1.2.3c. In Transactive Writing, students will develop explanations to support the writer's purpose.
WR-07-1.2.3d. In Transactive Writing, students will apply research to support ideas with facts and opinions.
WR-07-1.2.3e. In Transactive Writing, students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical/ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon) when appropriate.
WR-07-2. 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-07-2.3.0. 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 to guide the reader through the piece; Developing effective closure. DOK 3
WR-07-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-07-2.3.1b. In Reflective Writing, students will communicate ideas and details in meaningful order.
WR-07-2.3.1c. In Reflective Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader
WR-07-2.3.1d. In Reflective Writing, students will apply paragraphing effectively.
WR-07-2.3.1e. In Reflective Writing, students will create conclusions effectively.
WR-07-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-07-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in meaningful order.
WR-07-2.3.2c. In Personal Expressive/Literary Writing, students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
WR-07-2.3.2d. In Personal Expressive/Literary Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-07-2.3.2e. In Personal Expressive/Literary Writing, students will apply paragraphs effectively.
WR-07-2.3.2f. 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-07-2.3.2g. In Personal Expressive/Literary Writing, students will create conclusions effectively.
WR-07-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-07-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-07-2.3.3c. 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-07-2.3.3d. 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-07-2.3.3e. In Transactive Writing, students will apply paragraphing effectively.
WR-07-2.3.3f. In Transactive Writing, students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
WR-07-2.3.3g. In Transactive Writing, students will create conclusions effectively.
WR-07-2.4.0. 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 effect when appropriate. DOK 3
WR-07-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths throughout the piece.
WR-07-2.4.1b. In Reflective Writing, students will develop complete sentences or apply unconventional structures when appropriate.
WR-07-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths throughout the piece.
WR-07-2.4.2b. In Personal Expressive/Literary Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-07-2.4.2c. In Personal Expressive/Literary Writing, students will arrange poetic language in meaningful order.
WR-07-2.4.2d. In Personal Expressive/Literary Writing, students will apply poetic line breaks effectively.
WR-07-2.4.3a. In Transactive Writing, students will develop complete, concise sentences or apply unconventional structures when appropriate.
WR-07-3. 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-07-3.5.0. 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-07-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage or apply nonstandard for effect.
WR-07-3.5.1b. In Reflective Writing, students will apply language concisely.
WR-07-3.5.1c. In Reflective Writing, students will incorporate language appropriate to the content, purpose, and audience.
WR-07-3.5.2a. In Personal Expressive/Literary Writing, students will adhere to standard guidelines for usage and grammar or use nonstandard for effect.
WR-07-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy, precision, richness, or impact on the reader.
WR-07-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-07-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for usage and grammar.
WR-07-3.5.3b. In Transactive Writing, students will apply precise word choice.
WR-07-3.5.3c. In Transactive Writing, students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-07-3.7.0. 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-07-4. 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-07-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning and experience; 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-07-4.8.0. 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, carious ways to organize information.
WR-07-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating ideas, exploring sentence variety and language use.
WR-07-4.10.0. 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-07-4.10.4. Revising Skills - Idea Development: Students will narrow topic for selected writing.
WR-07-4.10.5. Revising Skills - Idea Development: Students will identify topic sentence of a paragraph.
WR-07.4.10.6. Revising Skills - Idea Development: Students will select appropriate supporting details.
WR-07.4.10.7. Revising Skills - Idea Development: Students will identify extraneous/irrelevant materials.
WR-07-4.10.8. Revising Skills - Organization: Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.
WR-07-4.10.9. Revising Skills - Organization: Students will apply the most effective transitions.
WR-07-4.10.10. Revising Skills - Organization: Students will develop effective introductions and closures for writing.
WR-07-4.10.11. Revising Skills - Word Choice: Students will eliminate redundant words and phrases.
WR-07-4.10.12. Revising Skills - Word Choice: Students will choose the most specific word for use in a sentence.
WR-07-4.11.0. 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-07-4.11.13. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-07-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of present, past, and future verb tenses.
WR-07-4.11.15. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-07-4.11.16. 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.
WR-07-4.11.17. Editing Skills - Language Usage: Students will apply knowledge of idiomatic expressions.
WR-07-4.11.18. Editing Skills - Sentence Structure: Students will correct run-on and awkward sentences.
WR-07-4.11.19. Editing Skills - Sentence Structure: Students will correct sentence fragments.
WR-07-4.11.20. Editing Skills - Sentence Structure: Students will combine short choppy sentences effectively.
WR-07-4.11.21. Editing Skills - Sentence Structure: Students will combine simple sentences by using subordination and coordination.
WR-07-4.11.22. Editing Skills - Sentence Structure: Students will correct sentences with misplaced and/or dangling modifiers.
WR-07-4.11.23. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words.
WR-07-4.11.24. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words.
WR-07-4.11.25. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-07-4.11.26. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
WR-07-4.11.27. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names, days, months).
WR-07-4.11.28. Editing Skills - Capitalization: Students will capitalize the beginning of sentences.
WR-07-4.11.29. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'.
WR-07-4.11.30. Editing Skills - Capitalization: Students will capitalize proper adjectives.
WR-07-4.11.31. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate.
WR-07-4.11.32. Editing Skills - Capitalization: Students will capitalize the first word and every succeeding main word in a title.
WR-07-4.11.33. Editing Skills - Punctuation: Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.
WR-07-4.11.34. Editing Skills - Punctuation: Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a letter.
WR-07-4.11.35. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.
WR-07-4.11.36. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for apostrophes in possessives and plurals.
WR-07-4.11.37. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.
WR-07-4.11.38. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for semi-colons in items in a series and combined sentences.
WR-07-4.11.39. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting.
WR-07-4.11.40. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.
WR-07-4.11.41. Editing Skills - Documentation: Students will document use of sources.
WR-07-4.12.0. Publishing: Sharing final piece with intended audience
WR-07-4.13.0. 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).
KY.PS. Program of Studies 2006
EL-8-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-8-FF-U-1. Program of Studies: Understandings - Students will understand that knowing how to apply phonetic principles, context clues, and orthographic patterns (including structural analysis, analogizing and spelling patterns) can help determine unfamiliar words while reading.
EL-8-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.
EL-8-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-8-FF-U-4. Program of Studies: Understandings - Students will understand that many words have multiple meanings. Knowledge of syntax/language structure, semantics/meaning, and 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-8-FF-S-1. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading
EL-8-FF-S-2. Program of Studies: Skills and Concepts - Students will make predictions while reading
EL-8-FF-S-3. Program of Studies: Skills and Concepts - Students will read grade-appropriate material -- orally and silently -- with automaticity (accuracy and fluency, features)
EL-8-FF-S-4. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand vocabulary and texts:
EL-8-FF-S-4.a) Formulate questions to guide reading (before, during and after reading)
EL-8-FF-S-4.b) Apply word recognition strategies to determine pronunciations or meanings of words in passages
EL-8-FF-S-4.c) Apply knowledge of synonyms, antonyms, homonyms/homophones, shades of meaning, or analogies to assist comprehension
EL-8-FF-S-4.d) Interpret the meaning of jargon, dialect, or specialized vocabulary used in a passage
EL-8-FF-S-4.e) Interpret and explain literal and non-literal meanings of words or phrases, analogies, idioms and allusions, based on use in context
EL-8-FF-S-4.f) Apply knowledge of synonyms, antonyms, word parts (e.g., roots, affixes , cognates)
EL-8-FF-S-4.g) Explain and organize 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-8-FF-S-4.h) Scan to find specific key information; skim to get the general meaning of a passage
EL-8-FF-S-5. Program of Studies: Skills and Concepts - Students will use print and electronic resources (general and specialized dictionaries, thesauruses, glossaries) to determine the definition, pronunciation, etymology, spelling, usage of words, multiple meanings of words, content-specific meanings of words, or meanings of derivational roots
EL-8-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 (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 (digital, environmental). (Academic Expectations 1.1, 1.2, 1.3, 1.4)
EL-8-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-8-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-8-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-8-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 genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-8-DIU-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, 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-8-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential) to aid in comprehension
EL-8-DIU-S-3. Program of Studies: Skills and Concepts - Students will explain the meaning of concrete or abstract terms, based on the context (e.g., 'loaded' words, connotation, denotation)
EL-8-DIU-S-4. Program of Studies: Skills and Concepts - Students will paraphrase and summarize information from texts of various lengths
EL-8-DIU-S-5. Program of Studies: Skills and Concepts - Students will make text-based inferences; draw conclusions based on what is read
EL-8-DIU-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-8-DIU-S-6.a) Identify and explain characteristics of different types of literary texts (e.g., myths, epics, poems, novels, dramas)
EL-8-DIU-S-6.b) Explain the main idea of a passage
EL-8-DIU-S-7. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-8-DIU-S-7.a) Locate key ideas, information, facts or details
EL-8-DIU-S-7.b) Use information from text to state and support central/main idea
EL-8-DIU-S-7.c) Use information from text to accomplish a specific task or answer questions
EL-8-DIU-S-7.d) Use text features and visual information (e.g., maps, charts, graphs, time lines, visual organizers) to understand texts
EL-8-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 and informational texts (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-8-IT-U-1. Program of Studies: Understandings - Students will understand that interpretations of text involve linking information across parts of a text, determining importance of the information presented.
EL-8-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-8-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-8-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-8-IT-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential) to aid comprehension
EL-8-IT-S-3. Program of Studies: Skills and Concepts - Students will use text references to explain author's purpose, author's message or theme, and supporting evidence
EL-8-IT-S-4. Program of Studies: Skills and Concepts - Students will organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizers, outlining, note taking)
EL-8-IT-S-5. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-8-IT-S-5.a) Analyze how external or internal conflicts are resolved
EL-8-IT-S-5.b) Explain author's craft (e.g., stanzas, rhythm, foreshadowing, flashbacks, symbolism) as appropriate to genre
EL-8-IT-S-5.c) Analyze the relationship between a speaker's or character's motivation and behavior in a passage, as revealed by the dilemmas
EL-8-IT-S-5.d) Analyze the use of details that support the main idea and explain their importance in a passage
EL-8-IT-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-8-IT-S-6.a) Identify and explain use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, rhetorical question, allusion) and propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack)
EL-8-IT-S-6.b) Use evidence/references from the text to state central/main idea and details that support them; or analyze the importance of details used in a passage
EL-8-IT-S-6.c) Understand cause-effect inferences
EL-8-IT-S-6.d) Identify an author's arguments and identify evidence from the passage to support the author's argument
EL-8-IT-S-6.e) Distinguish between facts and opinions found in texts
EL-8-IT-S-6.f) Explain the purposes of text features in different types of informational texts
EL-8-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-8-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-8-RRT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence of applying idea, making text-to-self, text-to-text, and text-to-world connections.
EL-8-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-8-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-8-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on personal interests
EL-8-RRT-S-3. Program of Studies: Skills and Concepts - Students will use evidence from text(s) to formulate and justify opinions about what is read or viewed:
EL-8-RRT-S-3.a) Relate texts to prior knowledge, personal experiences, other texts, or ideas
EL-8-RRT-S-3.b) Provide text references/evidence to support connections (text-to-self, text-to-text, text-to-world)
EL-8-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 theme, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text-to-world)
EL-8-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 in-depth discussions about texts
EL-8-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)
EL-8-DCS-U-1. Program of Studies: Understandings - Students will understand that reading is a process that includes applying a wide variety of strategies to comprehend, interpret, and evaluate texts; showing evidence of warranted and responsible interpretations of text; examining texts critically.
EL-8-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-8-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-8-DCS-U-4. Program of Studies: Understandings - Students will understand that all citizens need to analyze a wide variety of media messages in order to interpret matters of public policy and personal interest.
EL-8-DCS-U-5. Program of Studies: Understandings - Students will understand that judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills needed for postsecondary education, the workplace, and in exercising the rights of citizenship.
EL-8-DCS-S-1. Program of Studies: Skills and Concepts - Students will analyze how effectively text features organize information for clarity or for usefulness
EL-8-DCS-S-2. Program of Studies: Skills and Concepts - Students will identify the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support) and explain how it helps in understanding the passage and meeting the author's purpose
EL-8-DCS-S-3. Program of Studies: Skills and Concepts - Students will evaluate what is read based on the author's purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
EL-8-DCS-S-4. Program of Studies: Skills and Concepts - Students will form and support judgments/opinions about central ideas
EL-8-DCS-S-5. Program of Studies: Skills and Concepts - Students will interpret the interactions among literary elements within and across a variety of texts
EL-8-DCS-S-6. Program of Studies: Skills and Concepts - Students will analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
EL-8-DCS-S-7. Program of Studies: Skills and Concepts - Students will make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events)
EL-8-DCS-S-8. Program of Studies: Skills and Concepts - Students will evaluate arguments, interpret and analyze information from multiple sources by synthesizing arguments or claims to discover the relationship between the parts
EL-8-DCS-S-9. Program of Studies: Skills and Concepts - Students will evaluate the quality of evidence used to support or oppose an argument
EL-8-DCS-S-10. Program of Studies: Skills and Concepts - Students will evaluate the use of persuasive or propaganda techniques
EL-8-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-8-WC-U-1. Program of Studies: Understandings - Students will understand that there are many reasons for all students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.
EL-8-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., speeches, on-demand responses, persuasive essays, plays).
EL-8-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-8-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-8-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., learning logs, reflections)
EL-8-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., journals, open responses, lab reports, research reports)
EL-8-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-8-WC-S-3.a) Communicate about the significance of personal experiences and relationships
EL-8-WC-S-3.b) Communicate through authentic literary forms to make meaning about the human condition
EL-8-WC-S-3.c) Communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining, persuading, analyzing)
EL-8-WC-S-3.d) Analyze and communicate reflectively about literacy goals
EL-8-WC-S-3.e) Analyze and address needs of intended audience
EL-8-WC-S-3.f) Adjust the writing style (formal, informal, business) for intended audience
EL-8-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-8-WC-S-6. Program of Studies: Skills and Concepts - Students will select and incorporate ideas or information (e.g., from research, reading, discussion, other content areas), explaining reflections or related connections (e.g., identifying relationships, drawing conclusions, offering support for conclusions, organizing prior knowledge about a topic)
EL-8-WC-S-7. Program of Studies: Skills and Concepts - Students will communicate understanding of a complex idea or event from multiple perspectives
EL-8-WC-S-8. Program of Studies: Skills and Concepts - Students will provide sufficient details and appropriate depth of elaboration for clear understanding
EL-8-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-8-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-8-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-8-WS-U-2. Program of Studies: Understandings - Students will understand that different types of structures are appropriate for different purposes, audiences and different forms of writing. Paragraphs and whole texts must be unified and coherent.
EL-8-WS-U-3. Program of Studies: Understandings - Students will understand that structural elements such as context, meaningful order of ideas, transitional elements and conclusion all help make meaning clear for the reader.
EL-8-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-8-WS-S-2. Program of Studies: Skills and Concepts - Students will develop analytical structures appropriate to purpose (e.g., sequence, description, cause/effect, compare/contrast, chronology, proposition/support)
EL-8-WS-S-3. Program of Studies: Skills and Concepts - Students will apply structures of a variety of academic and work-related texts (e.g., essays, journals, narratives, memos, proposals) for authentic purposes
EL-8-WS-S-4. 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, arranging ideas in meaningful order; and conclude effectively
EL-8-WS-S-5. Program of Studies: Skills and Concepts - Students will create unified and coherent paragraphs; apply paragraph structures (block and indented) consistently and appropriately
EL-8-WS-S-6. Program of Studies: Skills and Concepts - Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent
EL-8-WS-S-7. Program of Studies: Skills and Concepts - Students will apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience
EL-8-WS-S-8. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., bullets, subheadings, table of contents, white space, pictures, labels, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning
EL-8-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-8-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-8-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-8-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-8-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to use correct spelling, punctuation and capitalization.
EL-8-WV-U-5. Program of Studies: Understandings - Students will understand that writers need to document sources /give credit for the ideas of others.
EL-8-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, words with literal and non-literal meanings, strong nouns and verbs, concrete and sensory details, figurative language - metaphors, similes, alliteration, personification)
EL-8-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-8-WV-S-3. Program of Studies: Skills and Concepts - Students will apply correct grammar skills (e.g., complete sentences, various sentence structures, subject and verb agreement, pronoun antecedent agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., affect/effect, a lot)
EL-8-WV-S-4. Program of Studies: Skills and Concepts - Students will apply non-standard or unconventional language for intended effect appropriate to purpose
EL-8-WV-S-5. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., word processing, dictionary, handbooks) and apply knowledge of spelling rules to correct spelling in final drafts
EL-8-WV-S-6. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., word processing, thesaurus) to adhere to standard guidelines for grammar, usage and mechanics
EL-8-WV-S-7. Program of Studies: Skills and Concepts - Students will document ideas used from outside sources (e.g., citing authors or titles within the text; citing print and non-print sources) when paraphrasing, summarizing, quoting or using graphics
EL-8-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-8-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-8-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-8-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-8-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-8-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-8-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-8-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print/ non-print/ electronic sources, note-taking, interviewing, observation, viewing, surveying, imagining and creating novel ideas)
EL-8-WP-S-2.c) Organize and present ideas by taking notes, quoting, paraphrasing, summarizing
EL-8-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-8-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication
EL-8-WP-S-3.b) Logically introduce and incorporate quotes
EL-8-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-8-WP-S-4.a) Reflect on own writing
EL-8-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-8-WP-S-4.c) Confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions
EL-8-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 precise words available
EL-8-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-8-WP-S-6. Program of Studies: Skills and Concepts - Students will publish to produce products for intended audience:
EL-8-WP-S-6.a) Present written material using digital presentation and graphics (e.g. charts and tables)
EL-8-WP-S-6.b) Present final work in a neat, legible form
EL-8-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-08-1. 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-08-1.0.1. Students will apply knowledge of synonyms or antonyms to comprehend a passage.
RD-08-1.0.2. Students will select, based on context, the appropriate meaning for a word that has multiple meanings. DOK 2
RD-08-1.0.3. Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a passage.
RD-08-10.4. Students will formulate questions to guide reading.
RD-08-1.0.5. Students will scan to find key information.
RD-08-1.0.6. Students will skim to get the general meaning of a passage.
RD-08-1.0.7. Students will interpret literal and non-literal meanings of words or phrases based on context. DOK 2
RD-08-1.0.8. Students will interpret the meaning of jargon, dialect or specialized vocabulary used in a passage. DOK 2
RD-08-2. 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-08-2.0.1. Students will identify or explain the main idea of a passage. DOK 3
RD-08-2.0.2. Students will identify and explain the characteristics of short stories, novels, poetry or plays. DOK 2
RD-08-2.0.4. Students will locate key ideas or information in a passage. DOK 1
RD-08-2.0.5. Students will paraphrase information from a paragraph, a section of a passage or an entire passage. DOK 2
RD-08-2.0.6. Students will apply the information contained in a passage to accomplish a task/procedure or answer questions about a passage.
RD-08-2.0.7. Students will make predictions, draw conclusions, make generalizations or make inferences based on what is read. DOK 3
RD-08-2.0.8. Students will interpret the meaning of concrete and abstract terms, based on the context from a passage (e.g., 'loaded' words, connotation, and denotation). DOK 2
RD-08-3. 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-08-3.0.1. Students will analyze the relationship between a speaker's or character's motivation and behavior in a passage, as revealed by the dilemmas. DOK 3
RD-08-3.0.2. Students will identify or explain an author's purpose in a passage. DOK 2
RD-08-3.0.3. Students will explain or analyze how a conflict in a passage is resolved. DOK 3
RD-08-3.0.4. Students will analyze the use of details that support the main idea or explain their importance in a passage. DOK 3
RD-08-3.0.7. Students will identify or explain an author's position based on evidence in a passage.
RD-08-3.0.8. Students will explain an author's argument or identify evidence from the passage to support the author's argument. DOK 3
RD-08-3.0.9. Students will identify persuasive techniques (e.g., expert opinion, logical/emotional/ethical appeal, repetition, rhetorical question, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attack) or explain how each is used. DOK 2
RD-08-4. 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-08-4.0.1. Students will connect information from a passage to students' lives (text-to-text), real world issues (text-to-world), and other texts (text-to-text- e.g., novel, short story, song, film, website, etc).
RD-08-4.0.2. Students will use evidence from a passage to formulate opinions in response to a question about a reading passage.
RD-08-5. 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-08-5.0.1. Students will explain the interrelationships (themes, ideas, concepts) that are developed in more than one literary work.
RD-08-5.0.2. Students will interpret the use of literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage. DOK 3
RD-08-5.0.3. Students will identify and explain the use of literary devices (e.g., symbolism, irony, analogies, imagery, foreshadowing, figurative language). DOK 3
RD-08-5.0.4. Students will analyze the author's use of literary devices in a passage (e.g. symbolism, irony, analogies, imagery, figurative language).
RD-08-5.0.5. Students will evaluate author's word choice, style, content or use of literary elements. DOK 3
RD-08-5.0.6. Students will compare and contrast elements, views, ideas or events presented in one or more passages.
RD-08-5.0.7. Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.
RD-08-5.0.8. Students will explain or analyze how the use of text features, (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, and captions) enhances the reader's understanding of a passage. DOK 3
RD-08-5.0.9. Students will analyze the organizational patterns (cause and effect, comparison, contrast, sequence, generalizations)) to understand a passage.
WR-08-1. 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-08-1.1.0. 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-08-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-08-1.1.1b. In Reflective Writing, students will address needs of the intended audience.
WR-08-1.1.1c. In Reflective Writing, students will sustain a suitable tone or appropriate voice.
WR-08-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's life experience by narrating about life events, relationships, or central ideas.
WR-08-1.1.2b. In Personal Expressive Writing, students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay).
WR-08-1.1.2c. In Personal Expressive Writing, students will sustain point of view.
WR-08-1.1.2d. In Personal Expressive Writing, students will sustain a suitable tone or appropriate voice.
WR-08-1.1.2e. 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, etc.
WR-08-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-08-1.1.2g. In Literary Writing, students will create point of view.
WR-08-1.1.2h. In Literary Writing, students will sustain a suitable tone or appropriate voice.
WR-08-1.1.2i. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-08-1.1.3a. In Transactive Writing, students will communicate a purpose through informing, persuading, or analyzing.
WR-08-1.1.3b. In Transactive Writing, students will develop an effective angle to achieve purpose.
WR-08-1.1.3c. 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-08-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech).
WR-08-1.1.3e. In Transactive Writing, students will sustain in a suitable tone.
WR-08-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-08-1.2.0. 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 to the form. DOK 4
WR-08-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-08-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies, processes or areas of growth.
WR-08-1.2.1c. In Reflective Writing, students will analyze own decisions about literacy goals.
WR-08-1.2.1d. In Reflective Writing, students will evaluate own strengths and areas for growth.
WR-08-1.2.1e. In Reflective Writing, students will support claims about self.
WR-08-1.2.2a. In Personal Expressive/Literary Writing, students will communicate theme/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, feeling, or story line.
WR-08-1.2.2b. In Personal Expressive/Literary Writing, students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate.
WR-08-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate reflection or insight.
WR-08-1.2.3a. In Transactive Writing, students will communicate relevant information to clarify and justify a specific purpose.
WR-08-1.2.3b. In Transactive Writing, students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
WR-08-1.2.3c. In Transactive Writing, students will develop explanations to support the writer's purpose.
WR-08-1.2.3d. In Transactive Writing, students will apply research to support ideas with facts and opinions.
WR-08-1.2.3e. In Transactive Writing, students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical/ethical, appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.
WR-08-2. 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-08-2.3.0. 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 to guide the reader through the piece; Developing effective closure. DOK 3
WR-08-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-08-2.3.1b. In Reflective Writing, students will communicate ideas and details in meaningful order.
WR-08-2.3.1c. In Reflective Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-08-2.3.1d. In Reflective Writing, students will apply paragraphing effectively.
WR-08-2.3.1e. In Reflective Writing, students will create conclusions effectively.
WR-08-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-08-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in meaningful order.
WR-08-2.3.2c. In Personal Expressive/Literary Writing, students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
WR-08-2.3.2d. In Personal Expressive/Literary Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-08-2.3.2e. In Personal Expressive/Literary Writing, students will apply paragraphs effectively.
WR-08-2.3.2f. 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-08-2.3.2g. In Personal Expressive/Literary Writing, students will create conclusions effectively.
WR-08-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-08-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-08-2.3.3c. 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-08-2.3.3d. 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-08-2.3.3e. In Transactive Writing, students will apply paragraphing effectively.
WR-08-2.3.3f. In Transactive Writing, students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
WR-08-2.3.3g. In Transactive Writing, students will create conclusions effectively.
WR-08-2.4.0. 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 effect when appropriate. DOK 3
WR-08-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths throughout the piece.
WR-08-2.4.1b. In Reflective Writing, students will develop complete sentences or apply unconventional structures when appropriate.
WR-08-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths throughout the piece.
WR-08-2.4.2b. In Personal Expressive/Literary Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-08-2.4.2c. In Personal Expressive/Literary Writing, students will arrange poetic language in meaningful order.
WR-08-2.4.2d. In Personal Expressive/Literary Writing, students will apply poetic line breaks effectively.
WR-08-2.4.3a. In Transactive Writing, students will develop complete, concise sentences or apply unconventional structures when appropriate
WR-08-3. 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-08-3.5.0. 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-08-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage or apply nonstandard for effect.
WR-08-3.5.1b. In Reflective Writing, students will apply language concisely.
WR-08-3.5.1c. In Reflective Writing, students will incorporate language appropriate to the content, purpose, and audience.
WR-08-3.5.2a. In Personal Expressive/Literary Writing, students will adhere to standard guidelines for usage and grammar or use nonstandard for effect.
WR-08-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy, precision, richness, or impact on the reader.
WR-08-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-08-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for usage and grammar.
WR-08-3.5.3b. In Transactive Writing, students will apply precise word choice.
WR-08-3.5.3c. In Transactive Writing, students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-08-3.6.0. 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-08-4. 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-08-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning and experience; 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-08-4.8.0. 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, carious ways to organize information.
WR-08-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating ideas, exploring sentence variety and language use.
WR-08-4.10.0. 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-08-4.10.4. Revising Skills - Idea Development: Students will narrow topic for selected writing.
WR-08-4.10.5. Revising Skills - Idea Development: Students will identify topic sentence of a paragraph. DOK 2
WR-08.4.10.6. Revising Skills - Idea Development: Students will select appropriate supporting details. DOK 2
WR-08.4.10.7. Revising Skills - Idea Development: Students will identify extraneous/irrelevant materials. DOK 2
WR-08-4.10.8. 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-08-4.10.9. Revising Skills - Organization: Students will apply the most effective transitions. DOK 2
WR-08-4.10.10. Revising Skills - Organization: Students will develop effective introductions and closures for writing. DOK 2
WR-08-4.10.11. Revising Skills - Word Choice: Students will eliminate redundant words and phrases. DOK 2
WR-08-4.10.12. Revising Skills - Word Choice: Students will choose the most specific word for use in a sentence. DOK 2
WR-08-4.11.0. 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-08-4.11.13. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects. DOK 1
WR-08-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of present, past, and future verb tenses. DOK 1
WR-08-4.11.15. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs. DOK 1
WR-08-4.11.16. 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-08-4.11.17. Editing Skills - Language Usage: Students will apply knowledge of idiomatic expressions. DOK 1
WR-08-4.11.18. Editing Skills - Sentence Structure: Students will correct run-on and awkward sentences. DOK 1
WR-08-4.11.19. Editing Skills - Sentence Structure: Students will correct sentence fragments. DOK 1
WR-08-4.11.20. Editing Skills - Sentence Structure: Students will combine short choppy sentences effectively. DOK 2
WR-08-4.11.21. Editing Skills - Sentence Structure: Students will combine simple sentences by using subordination and coordination. DOK 2
WR-08-4.11.22. Editing Skills - Sentence Structure: Students will correct sentences with misplaced and/or dangling modifiers. DOK 2
WR-08-4.11.23. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words. DOK 1
WR-08-4.11.24. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words. DOK 1
WR-08-4.11.25. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions. DOK 1
WR-08-4.11.26. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings. DOK 1
WR-08-4.11.27. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names, days, months). DOK 1
WR-08-4.11.28. Editing Skills - Capitalization: Students will capitalize the beginning of sentences. DOK 1
WR-08-4.11.29. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'. DOK 1
WR-08-4.11.30. Editing Skills - Capitalization: Students will capitalize proper adjectives. DOK 1
WR-08-4.11.31. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate. DOK 1
WR-08-4.11.32. Editing Skills - Capitalization: Students will capitalize the first word and every succeeding word in a title. DOK 1
WR-08-4.11.33. Editing Skills - Punctuation: Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences. DOK 1
WR-08-4.11.34. 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-08-4.11.35. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses. DOK 1
WR-08-4.11.36. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for apostrophes in possessives and contractions. DOK 1
WR-08-4.11.37. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms. DOK 1
WR-08-4.11.38. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for semi-colons in items in a series and combined sentences. DOK 1
WR-08-4.11.39. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting. DOK 1
WR-08-4.11.40. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes. DOK 1
WR-08-4.11.41. Editing Skills - Documentation: Students will document use of sources.
WR-08-4.12.0. Publishing: Sharing final piece with intended audience
WR-08-4.13.0. 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).
KY.PS. Program of Studies 2006
EL-9-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-9-FF-U-1. 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.
EL-9-FF-U-2. Program of Studies: Understandings - Students will understand that developing breadth of vocabulary dramatically 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-9-FF-U-3. 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-9-FF-S-1. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading
EL-9-FF-S-2. Program of Studies: Skills and Concepts - Students will make predictions while reading
EL-9-FF-S-3. Program of Studies: Skills and Concepts - Students will read grade-appropriate material orally - and silently - with automaticity (accuracy and fluency)
EL-9-FF-S-4. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand vocabulary and texts:
EL-9-FF-S-4.a) Formulate questions to guide reading (before, during and after reading)
EL-9-FF-S-4.b) Apply word recognition strategies to determine pronunciations
EL-9-FF-S-4.c) Apply knowledge of synonyms, antonyms, word parts (e.g., roots, affixes, cognates), and nuances of meaning to assist comprehension
EL-9-FF-S-4.d) Interpret the meaning of jargon, dialect or specialized vocabulary in context
EL-9-FF-S-4.e) Interpret and explain literal and non-literal meanings of words or phrases, analogies, idioms and literary allusions based on context
EL-9-FF-S-4.f) Explain and organize words and ideas in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)
EL-9-FF-S-4.g) Scan to find specific key information; skim to get the general meaning of a passage
EL-9-FF-S-5. Program of Studies: Skills and Concepts - Students will use print and electronic resources (general and specialized dictionaries, thesauruses and glossaries) to determine the definition, pronunciation, etymology, spelling, usage of words, multiple meanings of words, or content-specific meanings of words
EL-9-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 (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-9-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-9-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, and foundational U.S. documents.
EL-9-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-9-DIU-U-4. Program of Studies: Understandings - Students will understand different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-9-DIU-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, 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-9-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential) to aid in comprehension
EL-9-DIU-S-3. Program of Studies: Skills and Concepts - Students will explain the meaning of concrete or abstract terms, based on the context (e.g., 'loaded' words, connotation, denotation
EL-9-DIU-S-4. Program of Studies: Skills and Concepts - Students will paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critique
EL-9-DIU-S-5. Program of Studies: Skills and Concepts - Students will make text-based inferences; state generalizations; draw conclusions based on what is read
EL-9-DIU-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-9-DIU-S-6.a) Identify characteristics of different types of literary texts (e.g., short stories, poems, novels, adventure, myths, dramas)
EL-9-DIU-S-6.b) Explain the main ideas of a passage and identify the key ideas or information that support them
EL-9-DIU-S-7. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-9-DIU-S-7.a) Locate key ideas, information, facts or details
EL-9-DIU-S-7.b) Use information from text to state and support central/main idea
EL-9-DIU-S-7.c) Use information from texts to accomplish a specific task or answer questions
EL-9-DIU-S-7.d) Use text features and visual information (e.g., maps, graphs, timelines, diagrams) to understand texts
EL-9-IT. Big Idea: Interpreting Text (Reading) - Interpreting text requires readers to extend their initial impressions of the text 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 and informational texts (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-9-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-9-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions, the information presented, or the author's perspective.
EL-9-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-9-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-9-IT-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential) to aid comprehension
EL-9-IT-S-3. Program of Studies: Skills and Concepts - Students will use text references to explain author's purpose, author's message or theme, or supporting evidence
EL-9-IT-S-4. Program of Studies: Skills and Concepts - Students will organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizers, outlining)
EL-9-IT-S-5. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-9-IT-S-5.a) Analyze the use of supporting details as they relate to the author's message
EL-9-IT-S-5.b) Analyze the relationship between a character's motivation and behavior, as revealed by the dilemmas
EL-9-IT-S-5.c) Explain or analyze how external or internal conflicts are resolved
EL-9-IT-S-5.d) Explain author's craft (e.g., rhyme scheme, description, symbolism, foreshadowing, flashbacks) as appropriate to genre
EL-9-IT-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-9-IT-S-6.a) Identify and explain use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, allusion) or propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack)
EL-9-IT-S-6.b) Explain the purpose of text features in different types of informational texts (e.g., periodicals, newspapers, online texts, public documents/public discourse, essays, editorials, textbooks, technical manuals/reports, Internet websites, electronic media)
EL-9-IT-S-6.c) Use evidence from the text to state the central ideas and details that support them; analyze the importance and relevance of details used in a text
EL-9-IT-S-6.d) Use text references to support conclusions about what is read; for example, an author's opinion about a subject
EL-9-IT-S-6.e) Understand cause-effect inferences
EL-9-IT-S-6.f) Explain the appropriateness of an argument for an intended audience
EL-9-IT-S-6.g) Accept or reject an argument based on evidence
EL-9-IT-S-6.h) Distinguish between facts and opinions found in texts
EL-9-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-9-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-9-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-text, and text-to-world connections.
EL-9-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-9-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 analyze content or make connections
EL-9-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on personal interests
EL-9-RRT-S-3. Program of Studies: Skills and Concepts - Students will use evidence from text(s) to formulate and justify opinions about what is read or viewed
EL-9-RRT-S-3.a) Relate texts to prior knowledge, personal experiences, other texts or ideas
EL-9-RRT-S-3.b) Provide text references/evidence to support connections (text-to-self, text-to-text, or text-to-world)
EL-9-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 theme, from the same genre, and from different cultures and time periods, in order to respond and make connections (text-to-self, text-to-text, text-to-world)
EL-9-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 in-depth discussions about texts
EL-9-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-9-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 and warranted interpretations of text; and examining texts critically.
EL-9-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-9-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-9-DCS-U-4. Program of Studies: Understandings - Students will understand that all citizens need to analyze a wide variety of media messages (e.g., political, financial, social, environmental) in order to interpret matters of public policy and personal interest.
EL-9-DCS-U-5. Program of Studies: Understandings - Students will understand that judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills needed for postsecondary education, the workplace, and in exercising the rights of citizenship.
EL-9-DCS-S-1. Program of Studies: Skills and Concepts - Students will analyze the effectiveness of text features in organizing information for clarity or for usefulness
EL-9-DCS-S-2. Program of Studies: Skills and Concepts - Students will identify organizational patterns and describe how understanding the structure helps to understand the text; analyze the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support, deductive/inductive) and explain how effective it is in understanding the passage and meeting the author's purpose
EL-9-DCS-S-3. Program of Studies: Skills and Concepts - Students will evaluate what is read, based on the author's purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
EL-9-DCS-S-4. Program of Studies: Skills and Concepts - Students will form and support warranted judgments/opinions/conclusions about central ideas
EL-9-DCS-S-5. Program of Studies: Skills and Concepts - Students will interpret the interactions between and among literary elements within and across a variety of texts
EL-9-DCS-S-6. Program of Studies: Skills and Concepts - Students will analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
EL-9-DCS-S-7. Program of Studies: Skills and Concepts - Students will make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)
EL-9-DCS-S-8. Program of Studies: Skills and Concepts - Students will evaluate the accuracy of information presented in texts
EL-9-DCS-S-9. Program of Studies: Skills and Concepts - Students will evaluate arguments, interpret and analyze information from multiple sources; for example, synthesize arguments or claims to discover the relationship between the parts, understand induction and deduction, determine unstated assumptions
EL-9-DCS-S-10. Program of Studies: Skills and Concepts - Students will identify claims and evidences and evaluate connections among evidences and inferences
EL-9-DCS-S-11. Program of Studies: Skills and Concepts - Students will evaluate the range and quality of evidence used to support or oppose an argument
EL-9-DCS-S-12. Program of Studies: Skills and Concepts - Students will recognize common logical fallacies (e.g., personal attacks, non-sequitor, faulty cause-effect) and false premises in an argument
EL-9-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-9-WC-U-1. Program of Studies: Understandings - Students will understand that there are many reasons for all high school students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.
EL-9-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, editorials, literary critiques).
EL-9-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-9-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-9-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., personal journals, writer's notebooks)
EL-9-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., reading responses, open responses, reflective letters, research reports)
EL-9-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-9-WC-S-3.a) Analyze and communicate the significance of a relationship, one's own experience and/or the experiences of others
EL-9-WC-S-3.b) Analyze and communicate through authentic literary forms to make meaning of the human condition (e.g., short stories, poetry, plays/scripts)
EL-9-WC-S-3.c) Analyze and communicate through authentic transactive purposes for writing (e.g., explaining, persuading, analyzing)
EL-9-WC-S-3.d) Analyze and communicate reflectively about literacy goals
EL-9-WC-S-3.e) Analyze and address needs of intended audience (e.g., anticipating potential misunderstandings, providing sufficient details for clarity and revising to delete unnecessary details)
EL-9-WC-S-3.f) Adjust the writing style (formal, informal, business, technical) for intended audience
EL-9-WC-S-4. Program of Studies: Skills and Concepts - Students will communicate purpose, focus, and controlling ideas authentic to the writer
EL-9-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-9-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-9-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-9-WS-U-1. Program of Studies: Understandings - Students will understand that sentences must be complete and clear. Sometimes, unconventional sentence structure is appropriate for an intended effect upon the reader.
EL-9-WS-U-2. Program of Studies: Understandings - Students will understand that different types of structures are appropriate for different purposes, audiences and forms of writing. Texts must be unified and coherent.
EL-9-WS-U-3. Program of Studies: Understandings - Students will understand that structural elements such as context, meaningful order of ideas, transitional elements and conclusions all help make meaning clear for the reader.
EL-9-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, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-9-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, proposition/support)
EL-9-WS-S-3. Program of Studies: Skills and Concepts - Students will apply structures of a variety of academic and work-related texts (e.g., essay, narrative, poetry, memoir, article, job application, memo, proposal) for authentic and justifiable purposes
EL-9-WS-S-4. Program of Studies: Skills and Concepts - Students will establish a context, thesis and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas with intent; and conclude the writing effectively
EL-9-WS-S-5. Program of Studies: Skills and Concepts - Students will create unified and coherent divisions of text (e.g., paragraphs, stanzas, sections under subheadings, chapters); apply paragraph structures (block and indented) appropriately
EL-9-WS-S-6. Program of Studies: Skills and Concepts - Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent
EL-9-WS-S-7. Program of Studies: Skills and Concepts - Students will apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience
EL-9-WS-S-8. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., bullets, subheadings, white space, photographs, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning
EL-9-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-9-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-9-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-9-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 and/or unconventional grammar, mechanics and usage may be used for intended effect.
EL-9-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to document sources/give credit for the ideas of others.
EL-9-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, words with literal and non-literal meanings, foreign words/phrases, strong nouns and verbs, concrete and sensory details, figurative language - metaphors, similes, alliteration, personification)
EL-9-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-9-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., use of commas and semicolons); and usage (e.g., father/further, fewer/less, amount/number)
EL-9-WV-S-4. Program of Studies: Skills and Concepts - Students will apply non-standard or unconventional language (e.g., dialects) for intended effect appropriate to purpose
EL-9-WV-S-5. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final drafts
EL-9-WV-S-6. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., word processing, thesaurus, stylebooks) to adhere to standard guidelines for grammar, usage and mechanics
EL-9-WV-S-7. Program of Studies: Skills and Concepts - Students will a standard format (e.g., MLA, APA) to document ideas from print and non-print sources, when paraphrasing, summarizing, quoting or using graphics
EL-9-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-9-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-9-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-9-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-9-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-9-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-9-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-9-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print/ non-print/ electronic sources, note-taking, interviewing, observing,, viewing, surveying, imagining and creating novel ideas)
EL-9-WP-S-2.c) Organize and present ideas by taking notes, quoting, paraphrasing, summarizing
EL-9-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-9-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication
EL-9-WP-S-3.b) Logically introduce and incorporate quotes
EL-9-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-9-WP-S-4.a) Reflect on own writing
EL-9-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-9-WP-S-4.c) Confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions
EL-9-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 precise words available
EL-9-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-9-WP-S-6. Program of Studies: Skills and Concepts - Students will publish to produce products for intended audience:
EL-9-WP-S-6.a) Present written material using digital presentation and graphics (e.g., spreadsheets, graphing formats)
EL-9-WP-S-6.b) Present final work in a neat, legible form
EL-9-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-10-1. 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-10-1.0.1. Students will interpret literal or non-literal meanings of words in a passage. DOK 2
RD-10-1.0.2. Students will make predictions based on what is read. DOK 2
RD-10-1.0.3. Students will formulate questions to guide reading.
RD-10-1.0.4. Students will interpret the meaning of jargon, dialect or specialized vocabulary used in a passage. DOK 2
RD-10-2. 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-10-2.0.1. Students will paraphrase information in a passage. DOK 2
RD-10-2.0.2. Students will identify essential information from a passage needed to accomplish a task. DOK 1
RD-10-2.0.3. Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage. DOK 2
RD-10-2.0.4. Students will follow the sequence of information from a passage.
RD-10-2.0.5. Students will interpret concrete or abstract terms using context from the passage. DOK 2
RD-10-2.0.6. Students will explain the main ideas of a passage and identify the key ideas or information that support them. DOK 3
RD-10-2.0.7. Students will make inferences, draw conclusions or make generalizations based on evidence from a passage. DOK 3
RD-10-3. 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-10-3.0.1. Students will explain or analyze how a conflict in a passage is resolved. DOK 3
RD-10-3.0.2. Students will identify or explain an author's purpose in a passage. DOK 2
RD-10-3.0.3. Students will explain an author's position based on evidence in a passage. DOK 2
RD-10-3.0.4. Students will accept or reject an argument, giving supporting evidence from the passage. DOK 3
RD-10-3.0.5. Students will analyze an argument giving supporting evidence from the passage. DOK 3
RD-10-3.0.6. Students will analyze the relationship between a speaker's or character's motivation and behavior in a passage, as revealed by the dilemmas. DOK 3
RD-10-3.0.7. Students will analyze or evaluate the use of supporting details as they relate to the author's message. DOK 3
RD-10-3.0.8. Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage. DOK 3
RD-10-3.0.9. Students will explain the appropriateness of the author's content for an intended audience. DOK 3
RD-10-4. 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-10-4.0.1. Students will analyze the content or make connections as it applies to students' lives (text-to-self), real-world issues (text to-world) or other texts (text-to-text).
RD-10-4.0.2. Students will use evidence from a passage to formulate opinions in response to a question about a reading passage.
RD-10-5. 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-10-5.0.1. Students will compare and contrast the characteristics of a variety of literary genres. DOK 3
RD-10-5.0.2. Students will analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage. DOK 3
RD-10-5.0.3. Students will analyze the author's use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). DOK 3
RD-10-5.0.4. Students will critique the author's word choice, style, tone or content. DOK 3
RD-10-5.0.5. Students will compare or contrast elements, views, ideas or events presented in one or more passages. DOK 4
RD-10-5.0.6. Students will analyze the ways in which similar themes or ideas are developed in more than one text. DOK 4
RD-10-5.0.7. Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.
RD-10-5.0.8. Students will explain how the use of text features (e.g. illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions), format or layout enhances the reader's understanding of a passage. DOK 3
RD-10-5.0.9. Students will analyze the effectiveness of the organizational patterns in a passage (e.g., cause and effect, repetition, comparison and contrast, sequence, generalizations) for fulfilling the purpose of the passage. DOK 3
WR-HS-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-HS-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, theme or thesis; 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-HS-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-HS-1.1.1b. In Reflective Writing, students will address needs of the intended audience.
WR-HS-1.1.1c. In Reflective Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's life experience by narrating about life events, relationships, or central ideas.
WR-HS-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-HS-1.1.2c. In Personal Expressive Writing, students will sustain point of view.
WR-HS-1.1.2d. In Personal Expressive Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2e. In Literary Writing, students will communicate to an audience about the human condition (e.g., 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-HS-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-HS-1.1.2g. In Literary Writing, students will sustain point of view.
WR-HS-1.1.2h. In Literary Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2i. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-HS-1.1.3a. In Transactive Writing, students will communicate as an informed writer to provide new insight through informing, persuading or analyzing.
WR-HS-1.1.3b. In Transactive Writing, students will develop an effective angle to achieve a justifiable purpose.
WR-HS-1.1.3c. In Transactive Writing, students will justify what the reader should know, do, or believe as a result of reading the piece.
WR-HS-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect.
WR-HS-1.1.3e. In Transactive Writing, students will sustain a suitable tone.
WR-HS-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-HS-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 to the form. DOK 4
WR-HS-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-HS-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies, processes or areas of growth.
WR-HS-1.2.1c. In Reflective Writing, students will analyze own decisions about literacy skills.
WR-HS-1.2.1d. In Reflective Writing, students will evaluate own strengths and areas for growth.
WR-HS-1.2.1e. In Reflective Writing, students will support claims about self.
WR-HS-1.2.2a. In Personal Expressive/Literary Writing, students will communicate theme/main idea through use of literary elements appropriate to the genre: Students will develop characters (fictional / non-fictional) through emotions, actions, reactions, descriptions, thoughts, or dialogue when appropriate; Students will develop plot/story line appropriate to the form.
WR-HS-1.2.2b. In Personal Expressive/Literary Writing, students will develop an appropriate setting, mood, scene, image or feeling.
WR-HS-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect.
WR-HS-1.2.2d. In Personal Expressive/Literary Writing, students will incorporate reflection, insight and analysis when appropriate.
WR-HS-1.2.3a. In Transactive Writing, students will communicate relevant information to clarify and justify a specific purpose.
WR-HS-1.2.3b. In Transactive Writing, students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
WR-HS-1.2.3c. In Transactive Writing, students will develop explanations to support the writer's purpose.
WR-HS-1.2.3d. In Transactive Writing, students will synthesize research to support ideas when appropriate.
WR-HS-1.2.3e. In Transactive Writing, students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, emotional/logical/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.
WR-HS-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-HS-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 to guide the reader through the piece; Developing effective closure. DOK 3
WR-HS-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-HS-2.3.1b. In Reflective Writing, students will establish a context for the reader.
WR-HS-2.3.1c. In Reflective Writing, students will communicate ideas and details in a logical, meaningful order.
WR-HS-2.3.1d. In Reflective Writing, students will apply the acceptable format of the genre.
WR-HS-2.3.1e. In Reflective Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-HS-2.3.1f. In Reflective Writing, students will apply effective paragraphing.
WR-HS-2.3.1g. In Reflective Writing, students will create effective conclusions.
WR-HS-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-HS-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in meaningful order.
WR-HS-2.3.2c. In Personal Expressive/Literary Writing, students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
WR-HS-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-HS-2.3.2e. In Personal Expressive/Literary Writing, students will apply effective paragraphing.
WR-HS-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-HS-2.3.2g. In Personal Expressive/Literary Writing, students will create effective conclusions.
WR-HS-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-HS-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-HS-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-HS-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 to guide the reader.
WR-HS-2.3.3e. In Transactive Writing, students will apply effective paragraphing.
WR-HS-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-HS-2.3.3g. In Transactive Writing, students will create effective conclusions.
WR-HS-2.4.0. Sentence Structure: Students will create effective sentences by: Applying a variety of structures and lengths; Maintaining parallel structure; Developing complete and correct sentences unless using unconventional structures for effect when appropriate. DOK 3
WR-HS-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths for effect.
WR-HS-2.4.1b. In Reflective Writing, students will maintain parallel structure.
WR-HS-2.4.1c. In Reflective Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-HS-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths for effect.
WR-HS-2.4.2b. In Personal Expressive/Literary Writing, students will maintain parallel structure.
WR-HS-2.4.2c. In Personal Expressive/Literary Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-HS-2.4.2d. In Personal Expressive/Literary Writing, students will arrange poetic language in meaningful order.
WR-HS-2.4.2e. In Personal Expressive/Literary Writing, students will apply poetic line breaks effectively.
WR-HS-2.4.3a. In Transactive Writing, students will develop complete, concise sentences or apply unconventional structures when appropriate.
WR-HS-2.4.3b. In Transactive Writing, students will maintain parallel structure.
WR-EP-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-HS-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-HS-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect.
WR-HS-3.5.1b. In Reflective Writing, students will apply language concisely.
WR-HS-3.5.1c. In Reflective Writing, students will incorporate language appropriate to the content, purpose and audience.
WR-HS-3.5.2a. In Personal Expressive/Literary Writing, students will adhere to standard guidelines for usage and grammar or apply nonstandard for an intentional effect.
WR-HS-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy, precision, richness or impact on the reader.
WR-HS-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-HS-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for grammar and grammar.
WR-HS-3.5.3b. In Transactive Writing, students will apply precise word choice.
WR-HS-3.5.3c. In Transactive Writing, students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-HS-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, documenting sources in text and/or on a Works Cited page). DOK 2
WR-HS-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-HS-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning and experience; 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-HS-4.8.0. Prewriting: 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., mapping, webbing, note taking, interviewing, researching and other writing-to-learn activities); Organizing ideas - examining other models of good writing and appropriate text structures to match purpose and organize information.
WR-HS-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating ideas, exploring sentence variety and language use.
WR-HS-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, pacing; Comparing with rubric criteria and anchor papers/models; Considering effectiveness of language usage and sentences to communicate ideas.
WR-HS-4.10.4. Revising Skills - Idea Development: Students will narrow topic for selected writing.
WR-HS-4.10.5. Revising Skills - Idea Development: Students will identify topic sentence of a paragraph that is purposefully placed to enhance reader awareness.
WR-HS-4.10.6. Revising Skills - Idea Development: Students will select appropriate supporting details relevant to a specific writing category (e.g., dialogue, predictions, findings from research, needed definitions, causes and effects, comparisons, contrasts, reference to concepts).
WR-HS-4.10.7. Revising Skills - Idea Development: Students will delete extraneous/irrelevant materials.
WR-HS-4.10.8. Revising Skills - Organization: Students will correct sentences that are out of chronological/ sequential order or insert new sentences in the correct chronological/ sequential position.
WR-HS-4.10.9. Revising Skills - Organization: Students will compose effective and subtle transitions.
WR-HS-4.10.10. Revising Skills - Organization: Students will develop effective introductions and closures for writing.
WR-HS-4.10.11. Revising Skills - Organization: Students will apply appropriate usage of parallelism (e.g., word forms, lists, phrases, clauses, sentences, organization, idea development).
WR-HS-4.10.12. Revising Skills - Word Choice: Students will eliminate redundant words and phrases.
WR-HS-4.10.13. Revising Skills - Word Choice: Students will apply the most specific word for use in a sentence.
WR-HS-4.11.0. Editing (Conventions and Mechanics): Checking for correctness with self, teacher or peer(s) (Language usage; Sentence structure; Spelling; Capitalization; Punctuation; Documentation of sources); Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks).
WR-HS-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-HS-4.11.15. Editing Skills - Language Usage: Students will apply knowledge of present, past, and future tenses.
WR-HS-4.11.16. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-HS-4.11.17. 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.
WR-HS-4.11.18. Editing Skills - Language Usage: Students will apply knowledge of idiomatic expressions.
WR-HS-4.11.19. Editing Skills - Sentence Structure: Students will correct run-on and awkward sentences.
WR-HS-4.11.20. Editing Skills - Sentence Structure: Students will correct sentence fragments.
WR-HS-4.11.21. Editing Skills - Sentence Structure: Students will combine short, choppy sentences effectively.
WR-HS-4.11.22. Editing Skills - Sentence Structure: Students will combine simple sentences by using subordination and coordination.
WR-HS-4.11.23. Editing Skills - Sentence Structure: Students will correct sentences with misplaced and/ or dangling modifiers.
WR-HS-4.11.24. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words.
WR-HS-4.11.25. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
WR-HS-4.11.26. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-HS-4.11.27. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
WR-HS-4.11.28. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names days, months).
WR-HS-4.11.29. Editing Skills - Capitalization: Students will capitalize the beginning of sentences
WR-HS-4.11.30. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'.
WR-HS-4.11.31. Editing Skills - Capitalization: Students will capitalize proper adjectives.
WR-HS-4.11.32. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate.
WR-HS-4.11.33. Editing Skills - Capitalization: Students will capitalize first word and every succeeding main word in a title.
WR-HS-4.11.34. Editing Skills - Punctuation: Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.
WR-HS-4.11.35. Editing Skills - Punctuation: Students will use commas in a series, a date, a compound sentence, the greeting and closing of a letter.
WR-HS-4.11.36. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.
WR-HS-4.11.37. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for apostrophes in possessives and letters and numbers of omission.
WR-HS-4.11.38. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.
WR-HS-4.11.39. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.
WR-HS-4.11.40. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for colons in introducing a list and in a business letter greeting.
WR-HS-4.11.41. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.
WR-HS-4.11.42. Editing Skills - Documentation: Students will document use of sources with a format acceptable to the discipline (e.g., MLA, APA).
WR-HS-4.12.0. Publishing: Sharing final piece with intended audience
WR-HS-4.13.00. Reflecting: Reflecting upon progress, growth and goals as a writer; literacy skills; who or what has influenced progress and growth; approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing, outlining).
KY.PS. Program of Studies 2006
EL-10-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-10-FF-U-1. 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.
EL-10-FF-U-2. Program of Studies: Understandings - Students will understand that developing breadth of vocabulary dramatically 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-10-FF-U-3. 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-10-FF-S-1. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading
EL-10-FF-S-2. Program of Studies: Skills and Concepts - Students will make predictions while reading
EL-10-FF-S-3. Program of Studies: Skills and Concepts - Students will read grade-appropriate material orally - and silently - with automaticity (accuracy and fluency)
EL-10-FF-S-4. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand vocabulary and texts:
EL-9-FF-S-4.a) Formulate questions to guide reading (before, during and after reading)
EL-9-FF-S-4.b) Apply word recognition strategies to determine pronunciations
EL-9-FF-S-4.c) Apply knowledge of synonyms, antonyms, word parts (e.g., roots, affixes, cognates), and nuances of meaning to assist comprehension
EL-9-FF-S-4.d) Interpret the meaning of jargon, dialect or specialized vocabulary in context
EL-9-FF-S-4.e) Interpret and explain literal and non-literal meanings of words or phrases, analogies, idioms and literary allusions based on context
EL-9-FF-S-4.f) Explain and organize words and ideas in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)
EL-9-FF-S-4.g) Scan to find specific key information; skim to get the general meaning of a passage
EL-10-FF-S-5. Program of Studies: Skills and Concepts - Students will use print and electronic resources (general and specialized dictionaries, thesauruses and glossaries) to determine the definition, pronunciation, etymology, spelling, usage of words, multiple meanings of words, or content-specific meanings of words
EL-10-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 (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-10-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-10-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, and foundational U.S. documents.
EL-10-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-10-DIU-U-4. Program of Studies: Understandings - Students will understand different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-10-DIU-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, 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-10-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential) to aid in comprehension
EL-10-DIU-S-3. Program of Studies: Skills and Concepts - Students will explain the meaning of concrete or abstract terms, based on the context (e.g., 'loaded' words, connotation, denotation
EL-10-DIU-S-4. Program of Studies: Skills and Concepts - Students will paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critique
EL-10-DIU-S-5. Program of Studies: Skills and Concepts - Students will make text-based inferences; state generalizations; draw conclusions based on what is read
EL-10-DIU-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-9-DIU-S-6.a) Identify characteristics of different types of literary texts (e.g., short stories, poems, novels, adventure, myths, dramas)
EL-9-DIU-S-6.b) Explain the main ideas of a passage and identify the key ideas or information that support them
EL-10-DIU-S-7. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-9-DIU-S-7.a) Locate key ideas, information, facts or details
EL-9-DIU-S-7.b) Use information from text to state and support central/main idea
EL-9-DIU-S-7.c) Use information from texts to accomplish a specific task or answer questions
EL-9-DIU-S-7.d) Use text features and visual information (e.g., maps, graphs, timelines, diagrams) to understand texts
EL-10-IT. Big Idea: Interpreting Text (Reading) - Interpreting text requires readers to extend their initial impressions of the text 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 and informational texts (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-10-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-10-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions, the information presented, or the author's perspective.
EL-10-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-10-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-10-IT-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential) to aid comprehension
EL-10-IT-S-3. Program of Studies: Skills and Concepts - Students will use text references to explain author's purpose, author's message or theme, or supporting evidence
EL-10-IT-S-4. Program of Studies: Skills and Concepts - Students will organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizers, outlining)
EL-10-IT-S-5. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-9-IT-S-5.a) Analyze the use of supporting details as they relate to the author's message
EL-9-IT-S-5.b) Analyze the relationship between a character's motivation and behavior, as revealed by the dilemmas
EL-9-IT-S-5.c) Explain or analyze how external or internal conflicts are resolved
EL-9-IT-S-5.d) Explain author's craft (e.g., rhyme scheme, description, symbolism, foreshadowing, flashbacks) as appropriate to genre
EL-10-IT-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-9-IT-S-6.a) Identify and explain use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, allusion) or propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack)
EL-9-IT-S-6.b) Explain the purpose of text features in different types of informational texts (e.g., periodicals, newspapers, online texts, public documents/public discourse, essays, editorials, textbooks, technical manuals/reports, Internet websites, electronic media)
EL-9-IT-S-6.c) Use evidence from the text to state the central ideas and details that support them; analyze the importance and relevance of details used in a text
EL-9-IT-S-6.d) Use text references to support conclusions about what is read; for example, an author's opinion about a subject
EL-9-IT-S-6.e) Understand cause-effect inferences
EL-9-IT-S-6.f) Explain the appropriateness of an argument for an intended audience
EL-9-IT-S-6.g) Accept or reject an argument based on evidence
EL-9-IT-S-6.h) Distinguish between facts and opinions found in texts
EL-10-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-10-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-10-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-text, and text-to-world connections.
EL-10-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-10-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 analyze content or make connections
EL-10-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on personal interests
EL-10-RRT-S-3. Program of Studies: Skills and Concepts - Students will use evidence from text(s) to formulate and justify opinions about what is read or viewed
EL-9-RRT-S-3.a) Relate texts to prior knowledge, personal experiences, other texts or ideas
EL-9-RRT-S-3.b) Provide text references/evidence to support connections (text-to-self, text-to-text, or text-to-world)
EL-10-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 theme, from the same genre, and from different cultures and time periods, in order to respond and make connections (text-to-self, text-to-text, text-to-world)
EL-10-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 in-depth discussions about texts.
EL-10-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-10-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 and warranted interpretations of text; and examining texts critically.
EL-10-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-10-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-10-DCS-U-4. Program of Studies: Understandings - Students will understand that all citizens need to analyze a wide variety of media messages (e.g., political, financial, social, environmental) in order to interpret matters of public policy and personal interest.
EL-10-DCS-U-5. Program of Studies: Understandings - Students will understand that judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills needed for postsecondary education, the workplace, and in exercising the rights of citizenship.
EL-10-DCS-S-1. Program of Studies: Skills and Concepts - Students will analyze the effectiveness of text features in organizing information for clarity or for usefulness
EL-10-DCS-S-2. Program of Studies: Skills and Concepts - Students will identify organizational patterns and describe how understanding the structure helps to understand the text; analyze the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support, deductive/inductive) and explain how effective it is in understanding the passage and meeting the author's purpose
EL-10-DCS-S-3. Program of Studies: Skills and Concepts - Students will evaluate what is read, based on the author's purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
EL-10-DCS-S-4. Program of Studies: Skills and Concepts - Students will form and support warranted judgments/opinions/conclusions about central ideas
EL-10-DCS-S-5. Program of Studies: Skills and Concepts - Students will interpret the interactions between and among literary elements within and across a variety of texts
EL-10-DCS-S-6. Program of Studies: Skills and Concepts - Students will analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
EL-10-DCS-S-7. Program of Studies: Skills and Concepts - Students will make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)
EL-10-DCS-S-8. Program of Studies: Skills and Concepts - Students will evaluate the accuracy of information presented in texts
EL-10-DCS-S-9. Program of Studies: Skills and Concepts - Students will evaluate arguments, interpret and analyze information from multiple sources; for example, synthesize arguments or claims to discover the relationship between the parts, understand induction and deduction, determine unstated assumptions
EL-10-DCS-S-10. Program of Studies: Skills and Concepts - Students will identify claims and evidences and evaluate connections among evidences and inferences
EL-10-DCS-S-11. Program of Studies: Skills and Concepts - Students will evaluate the range and quality of evidence used to support or oppose an argument
EL-10-DCS-S-12. Program of Studies: Skills and Concepts - Students will recognize common logical fallacies (e.g., personal attacks, non-sequitor, faulty cause-effect) and false premises in an argument
EL-10-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-10-WC-U-1. Program of Studies: Understandings - Students will understand that there are many reasons for all high school students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.
EL-10-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, editorials, literary critiques).
EL-10-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-10-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-10-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., personal journals, writer's notebooks)
EL-10-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., reading responses, open responses, reflective letters, research reports)
EL-10-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-9-WC-S-3.a) Analyze and communicate the significance of a relationship, one's own experience and/or the experiences of others
EL-9-WC-S-3.b) Analyze and communicate through authentic literary forms to make meaning of the human condition (e.g., short stories, poetry, plays/scripts)
EL-9-WC-S-3.c) Analyze and communicate through authentic transactive purposes for writing (e.g., explaining, persuading, analyzing)
EL-9-WC-S-3.d) Analyze and communicate reflectively about literacy goals
EL-9-WC-S-3.e) Analyze and address needs of intended audience (e.g., anticipating potential misunderstandings, providing sufficient details for clarity and revising to delete unnecessary details)
EL-9-WC-S-3.f) Adjust the writing style (formal, informal, business, technical) for intended audience
EL-10-WC-S-4. Program of Studies: Skills and Concepts - Students will communicate purpose, focus, and controlling ideas authentic to the writer
EL-10-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-10-WC-S-6. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-10-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-10-WS-U-1. Program of Studies: Understandings - Students will understand that sentences must be complete and clear. Sometimes, unconventional sentence structure is appropriate for an intended effect upon the reader.
EL-10-WS-U-2. Program of Studies: Understandings - Students will understand that different types of structures are appropriate for different purposes, audiences and forms of writing. Texts must be unified and coherent.
EL-10-WS-U-3. Program of Studies: Understandings - Students will understand that structural elements such as context, meaningful order of ideas, transitional elements and conclusions all help make meaning clear for the reader.
EL-10-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, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-10-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, proposition/support)
EL-10-WS-S-3. Program of Studies: Skills and Concepts - Students will apply structures of a variety of academic and work-related texts (e.g., essay, narrative, poetry, memoir, article, job application, memo, proposal) for authentic and justifiable purposes
EL-10-WS-S-4. Program of Studies: Skills and Concepts - Students will establish a context, thesis and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas with intent; and conclude the writing effectively
EL-10-WS-S-5. Program of Studies: Skills and Concepts - Students will create unified and coherent divisions of text (e.g., paragraphs, stanzas, sections under subheadings, chapters); apply paragraph structures (block and indented) appropriately
EL-10-WS-S-6. Program of Studies: Skills and Concepts - Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent
EL-10-WS-S-7. Program of Studies: Skills and Concepts - Students will apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience
EL-10-WS-S-8. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., bullets, subheadings, white space, photographs, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning
EL-10-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-10-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-10-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-10-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 and/or unconventional grammar, mechanics and usage may be used for intended effect.
EL-10-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to document sources/give credit for the ideas of others.
EL-10-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, words with literal and non-literal meanings, foreign words/phrases, strong nouns and verbs, concrete and sensory details, figurative language - metaphors, similes, alliteration, personification)
EL-10-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-10-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., use of commas and semicolons); and usage (e.g., father/further, fewer/less, amount/number)
EL-10-WV-S-4. Program of Studies: Skills and Concepts - Students will apply non-standard or unconventional language (e.g., dialects) for intended effect appropriate to purpose
EL-10-WV-S-5. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final drafts
EL-10-WV-S-6. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., word processing, thesaurus, stylebooks) to adhere to standard guidelines for grammar, usage and mechanics
EL-10-WV-S-7. Program of Studies: Skills and Concepts - Students will a standard format (e.g., MLA, APA) to document ideas from print and non-print sources, when paraphrasing, summarizing, quoting or using graphics
EL-10-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-10-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-10-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-10-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-10-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-10-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-9-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-9-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print/ non-print/ electronic sources, note-taking, interviewing, observing,, viewing, surveying, imagining and creating novel ideas)
EL-9-WP-S-2.c) Organize and present ideas by taking notes, quoting, paraphrasing, summarizing
EL-10-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-9-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication
EL-9-WP-S-3.b) Logically introduce and incorporate quotes
EL-10-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-9-WP-S-4.a) Reflect on own writing
EL-9-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-9-WP-S-4.c) Confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions
EL-9-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 precise words available
EL-10-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-10-WP-S-6. Program of Studies: Skills and Concepts - Students will publish to produce products for intended audience:
EL-9-WP-S-6.a) Present written material using digital presentation and graphics (e.g., spreadsheets, graphing formats)
EL-9-WP-S-6.b) Present final work in a neat, legible form
EL-10-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-10-1. 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-10-1.0.1. Students will interpret literal or non-literal meanings of words in a passage. DOK 2
RD-10-1.0.2. Students will make predictions based on what is read. DOK 2
RD-10-1.0.3. Students will formulate questions to guide reading.
RD-10-1.0.4. Students will interpret the meaning of jargon, dialect or specialized vocabulary used in a passage. DOK 2
RD-10-2. 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-10-2.0.1. Students will paraphrase information in a passage. DOK 2
RD-10-2.0.2. Students will identify essential information from a passage needed to accomplish a task. DOK 1
RD-10-2.0.3. Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage. DOK 2
RD-10-2.0.4. Students will follow the sequence of information from a passage.
RD-10-2.0.5. Students will interpret concrete or abstract terms using context from the passage. DOK 2
RD-10-2.0.6. Students will explain the main ideas of a passage and identify the key ideas or information that support them. DOK 3
RD-10-2.0.7. Students will make inferences, draw conclusions or make generalizations based on evidence from a passage. DOK 3
RD-10-3. 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-10-3.0.1. Students will explain or analyze how a conflict in a passage is resolved. DOK 3
RD-10-3.0.2. Students will identify or explain an author's purpose in a passage. DOK 2
RD-10-3.0.3. Students will explain an author's position based on evidence in a passage. DOK 2
RD-10-3.0.4. Students will accept or reject an argument, giving supporting evidence from the passage. DOK 3
RD-10-3.0.5. Students will analyze an argument giving supporting evidence from the passage. DOK 3
RD-10-3.0.6. Students will analyze the relationship between a speaker's or character's motivation and behavior in a passage, as revealed by the dilemmas. DOK 3
RD-10-3.0.7. Students will analyze or evaluate the use of supporting details as they relate to the author's message. DOK 3
RD-10-3.0.8. Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage. DOK 3
RD-10-3.0.9. Students will explain the appropriateness of the author's content for an intended audience. DOK 3
RD-10-4. 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-10-4.0.1. Students will analyze the content or make connections as it applies to students' lives (text-to-self), real-world issues (text to-world) or other texts (text-to-text).
RD-10-4.0.2. Students will use evidence from a passage to formulate opinions in response to a question about a reading passage.
RD-10-5. 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-10-5.0.1. Students will compare and contrast the characteristics of a variety of literary genres. DOK 3
RD-10-5.0.2. Students will analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage. DOK 3
RD-10-5.0.3. Students will analyze the author's use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). DOK 3
RD-10-5.0.4. Students will critique the author's word choice, style, tone or content. DOK 3
RD-10-5.0.5. Students will compare or contrast elements, views, ideas or events presented in one or more passages. DOK 4
RD-10-5.0.6. Students will analyze the ways in which similar themes or ideas are developed in more than one text. DOK 4
RD-10-5.0.7. Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.
RD-10-5.0.8. Students will explain how the use of text features (e.g. illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions), format or layout enhances the reader's understanding of a passage. DOK 3
RD-10-5.0.9. Students will analyze the effectiveness of the organizational patterns in a passage (e.g., cause and effect, repetition, comparison and contrast, sequence, generalizations) for fulfilling the purpose of the passage. DOK 3
WR-HS-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-HS-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, theme or thesis; 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-HS-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-HS-1.1.1b. In Reflective Writing, students will address needs of the intended audience.
WR-HS-1.1.1c. In Reflective Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's life experience by narrating about life events, relationships, or central ideas.
WR-HS-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-HS-1.1.2c. In Personal Expressive Writing, students will sustain point of view.
WR-HS-1.1.2d. In Personal Expressive Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2e. In Literary Writing, students will communicate to an audience about the human condition (e.g., 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-HS-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-HS-1.1.2g. In Literary Writing, students will sustain point of view.
WR-HS-1.1.2h. In Literary Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2i. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-HS-1.1.3a. In Transactive Writing, students will communicate as an informed writer to provide new insight through informing, persuading or analyzing.
WR-HS-1.1.3b. In Transactive Writing, students will develop an effective angle to achieve a justifiable purpose.
WR-HS-1.1.3c. In Transactive Writing, students will justify what the reader should know, do, or believe as a result of reading the piece.
WR-HS-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect.
WR-HS-1.1.3e. In Transactive Writing, students will sustain a suitable tone.
WR-HS-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-HS-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 to the form. DOK 4
WR-HS-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-HS-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies, processes or areas of growth.
WR-HS-1.2.1c. In Reflective Writing, students will analyze own decisions about literacy skills.
WR-HS-1.2.1d. In Reflective Writing, students will evaluate own strengths and areas for growth.
WR-HS-1.2.1e. In Reflective Writing, students will support claims about self.
WR-HS-1.2.2a. In Personal Expressive/Literary Writing, students will communicate theme/main idea through use of literary elements appropriate to the genre: Students will develop characters (fictional / non-fictional) through emotions, actions, reactions, descriptions, thoughts, or dialogue when appropriate; Students will develop plot/story line appropriate to the form.
WR-HS-1.2.2b. In Personal Expressive/Literary Writing, students will develop an appropriate setting, mood, scene, image or feeling.
WR-HS-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect.
WR-HS-1.2.2d. In Personal Expressive/Literary Writing, students will incorporate reflection, insight and analysis when appropriate.
WR-HS-1.2.3a. In Transactive Writing, students will communicate relevant information to clarify and justify a specific purpose.
WR-HS-1.2.3b. In Transactive Writing, students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
WR-HS-1.2.3c. In Transactive Writing, students will develop explanations to support the writer's purpose.
WR-HS-1.2.3d. In Transactive Writing, students will synthesize research to support ideas when appropriate.
WR-HS-1.2.3e. In Transactive Writing, students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, emotional/logical/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.
WR-HS-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-HS-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 to guide the reader through the piece; Developing effective closure. DOK 3
WR-HS-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-HS-2.3.1b. In Reflective Writing, students will establish a context for the reader.
WR-HS-2.3.1c. In Reflective Writing, students will communicate ideas and details in a logical, meaningful order.
WR-HS-2.3.1d. In Reflective Writing, students will apply the acceptable format of the genre.
WR-HS-2.3.1e. In Reflective Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-HS-2.3.1f. In Reflective Writing, students will apply effective paragraphing.
WR-HS-2.3.1g. In Reflective Writing, students will create effective conclusions.
WR-HS-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-HS-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in meaningful order.
WR-HS-2.3.2c. In Personal Expressive/Literary Writing, students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
WR-HS-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-HS-2.3.2e. In Personal Expressive/Literary Writing, students will apply effective paragraphing.
WR-HS-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-HS-2.3.2g. In Personal Expressive/Literary Writing, students will create effective conclusions.
WR-HS-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-HS-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-HS-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-HS-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 to guide the reader.
WR-HS-2.3.3e. In Transactive Writing, students will apply effective paragraphing.
WR-HS-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-HS-2.3.3g. In Transactive Writing, students will create effective conclusions.
WR-HS-2.4.0. Sentence Structure: Students will create effective sentences by: Applying a variety of structures and lengths; Maintaining parallel structure; Developing complete and correct sentences unless using unconventional structures for effect when appropriate. DOK 3
WR-HS-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths for effect.
WR-HS-2.4.1b. In Reflective Writing, students will maintain parallel structure.
WR-HS-2.4.1c. In Reflective Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-HS-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths for effect.
WR-HS-2.4.2b. In Personal Expressive/Literary Writing, students will maintain parallel structure.
WR-HS-2.4.2c. In Personal Expressive/Literary Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-HS-2.4.2d. In Personal Expressive/Literary Writing, students will arrange poetic language in meaningful order.
WR-HS-2.4.2e. In Personal Expressive/Literary Writing, students will apply poetic line breaks effectively.
WR-HS-2.4.3a. In Transactive Writing, students will develop complete, concise sentences or apply unconventional structures when appropriate.
WR-HS-2.4.3b. In Transactive Writing, students will maintain parallel structure.
WR-EP-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-HS-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-HS-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect.
WR-HS-3.5.1b. In Reflective Writing, students will apply language concisely.
WR-HS-3.5.1c. In Reflective Writing, students will incorporate language appropriate to the content, purpose and audience.
WR-HS-3.5.2a. In Personal Expressive/Literary Writing, students will adhere to standard guidelines for usage and grammar or apply nonstandard for an intentional effect.
WR-HS-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy, precision, richness or impact on the reader.
WR-HS-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-HS-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for grammar and grammar.
WR-HS-3.5.3b. In Transactive Writing, students will apply precise word choice.
WR-HS-3.5.3c. In Transactive Writing, students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-HS-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, documenting sources in text and/or on a Works Cited page). DOK 2
WR-HS-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-HS-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning and experience; 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-HS-4.8.0. Prewriting: 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., mapping, webbing, note taking, interviewing, researching and other writing-to-learn activities); Organizing ideas - examining other models of good writing and appropriate text structures to match purpose and organize information.
WR-HS-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating ideas, exploring sentence variety and language use.
WR-HS-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, pacing; Comparing with rubric criteria and anchor papers/models; Considering effectiveness of language usage and sentences to communicate ideas.
WR-HS-4.10.4. Revising Skills - Idea Development: Students will narrow topic for selected writing.
WR-HS-4.10.5. Revising Skills - Idea Development: Students will identify topic sentence of a paragraph that is purposefully placed to enhance reader awareness.
WR-HS-4.10.6. Revising Skills - Idea Development: Students will select appropriate supporting details relevant to a specific writing category (e.g., dialogue, predictions, findings from research, needed definitions, causes and effects, comparisons, contrasts, reference to concepts).
WR-HS-4.10.7. Revising Skills - Idea Development: Students will delete extraneous/irrelevant materials.
WR-HS-4.10.8. Revising Skills - Organization: Students will correct sentences that are out of chronological/ sequential order or insert new sentences in the correct chronological/ sequential position.
WR-HS-4.10.9. Revising Skills - Organization: Students will compose effective and subtle transitions.
WR-HS-4.10.10. Revising Skills - Organization: Students will develop effective introductions and closures for writing.
WR-HS-4.10.11. Revising Skills - Organization: Students will apply appropriate usage of parallelism (e.g., word forms, lists, phrases, clauses, sentences, organization, idea development).
WR-HS-4.10.12. Revising Skills - Word Choice: Students will eliminate redundant words and phrases.
WR-HS-4.10.13. Revising Skills - Word Choice: Students will apply the most specific word for use in a sentence.
WR-HS-4.11.0. Editing (Conventions and Mechanics): Checking for correctness with self, teacher or peer(s) (Language usage; Sentence structure; Spelling; Capitalization; Punctuation; Documentation of sources); Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks).
WR-HS-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-HS-4.11.15. Editing Skills - Language Usage: Students will apply knowledge of present, past, and future tenses.
WR-HS-4.11.16. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-HS-4.11.17. 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.
WR-HS-4.11.18. Editing Skills - Language Usage: Students will apply knowledge of idiomatic expressions.
WR-HS-4.11.19. Editing Skills - Sentence Structure: Students will correct run-on and awkward sentences.
WR-HS-4.11.20. Editing Skills - Sentence Structure: Students will correct sentence fragments.
WR-HS-4.11.21. Editing Skills - Sentence Structure: Students will combine short, choppy sentences effectively.
WR-HS-4.11.22. Editing Skills - Sentence Structure: Students will combine simple sentences by using subordination and coordination.
WR-HS-4.11.23. Editing Skills - Sentence Structure: Students will correct sentences with misplaced and/ or dangling modifiers.
WR-HS-4.11.24. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words.
WR-HS-4.11.25. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
WR-HS-4.11.26. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-HS-4.11.27. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
WR-HS-4.11.28. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names days, months).
WR-HS-4.11.29. Editing Skills - Capitalization: Students will capitalize the beginning of sentences
WR-HS-4.11.30. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'.
WR-HS-4.11.31. Editing Skills - Capitalization: Students will capitalize proper adjectives.
WR-HS-4.11.32. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate.
WR-HS-4.11.33. Editing Skills - Capitalization: Students will capitalize first word and every succeeding main word in a title.
WR-HS-4.11.34. Editing Skills - Punctuation: Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.
WR-HS-4.11.35. Editing Skills - Punctuation: Students will use commas in a series, a date, a compound sentence, the greeting and closing of a letter.
WR-HS-4.11.36. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.
WR-HS-4.11.37. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for apostrophes in possessives and letters and numbers of omission.
WR-HS-4.11.38. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.
WR-HS-4.11.39. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.
WR-HS-4.11.40. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for colons in introducing a list and in a business letter greeting.
WR-HS-4.11.41. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.
WR-HS-4.11.42. Editing Skills - Documentation: Students will document use of sources with a format acceptable to the discipline (e.g., MLA, APA).
WR-HS-4.12.0. Publishing: Sharing final piece with intended audience
WR-HS-4.13.00. Reflecting: Reflecting upon progress, growth and goals as a writer; literacy skills; who or what has influenced progress and growth; approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing, outlining).
KY.PS. Program of Studies 2006
EL-11-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-11-FF-U-1. 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.
EL-11-FF-U-2. Program of Studies: Understandings - Students will understand that developing breadth of vocabulary dramatically 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-11-FF-U-3. 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-11-FF-S-1. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading
EL-11-FF-S-2. Program of Studies: Skills and Concepts - Students will read increasingly complex material--0rally and silently--with automaticity (accuracy and fluency)
EL-11-FF-S-3. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand vocabulary and texts
EL-11-FF-S-3.a) Formulate questions to guide reading (before, during and after reading)
EL-11-FF-S-3.b) Apply word recognition strategies to determine pronunciations
EL-11-FF-S-3.c) Apply knowledge of synonyms, antonyms, word parts (e.g., roots, affixes, cognates) and nuances of meaning to assist comprehension
EL-11-FF-S-3.d) Interpret the meaning of jargon, dialect, or specialized vocabulary in context
EL-11-FF-S-3.e) Interpret and explain literal and non-literal meanings of words or phrases, analogies, idioms, and literary and classical allusions based on context
EL-11-FF-S-3.f) Analyze words and ideas in terms of categories, functions, or features
EL-11-FF-S-3.g) Scan to find specific key information; skim to get the general meaning of a passage
EL-11-FF-S-4. Program of Studies: Skills and Concepts - Students will describe the influence of historical events on the development of the English language
EL-11-FF-S-5. Program of Studies: Skills and Concepts - Students will investigate the meanings of words and their possible effect(s) on the perceptions and behavior of people
EL-11-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 (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-11-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-11-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, and foundational U.S. documents.
EL-11-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-11-DIU-U-4. Program of Studies: Understandings - Students will understand different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-11-DIU-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, 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-11-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential, deductive/inductive) to aid in comprehension
EL-11-DIU-S-3. Program of Studies: Skills and Concepts - Students will explain the meaning of concrete or abstract terms, based on the context (e.g., 'loaded' words, connotation, denotation)
EL-11-DIU-S-4. Program of Studies: Skills and Concepts - Students will paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critique
EL-11-DIU-S-5. Program of Studies: Skills and Concepts - Students will make text-based inferences; state generalizations; draw conclusions based on what is read
EL-11-DIU-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-11-DIU-S-6.a) Identify characteristics of different types of literary texts (e.g., comedies, tragedies, satires, parodies)
EL-11-DIU-S-6.b) Explain the main ideas of a passage and identify the key ideas or information that support them
EL-11-DIU-S-7. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-11-DIU-S-7.a) Locate key ideas, information, facts or details
EL-11-DIU-S-7.b) Use information from text to state and support central/main idea
EL-11-DIU-S-7.c) Use information from texts to accomplish a specific task or to answer questions
EL-11-DIU-S-7.d) Use text features and visual information (e.g., maps, charts, graphs) to understand texts
EL-11-IT. Big Idea: Interpreting Text (Reading) - Interpreting text requires readers to extend their initial impressions of the text 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 and informational texts (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-11-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-11-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions, the information presented, or the author's perspective.
EL-11-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-11-IT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing increasingly complex literary and informational texts
EL-11-IT-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential, deductive/inductive) to aid comprehension
EL-11-IT-S-3. Program of Studies: Skills and Concepts - Students will use text references to explain author's purpose, author's message or theme (including universal themes), arguments and supporting evidence (CC 4.1 RD-11-3.0.2 & RD-12-3.0.2; RD-11-3.0.9 & RD-12-3.0.9)
EL-11-IT-S-4. Program of Studies: Skills and Concepts - Students will organize ideas within and across texts to show understanding of central ideas and interrelationships (e.g., charting, semantic mapping, graphic organizers, outlining)
EL-11-IT-S-5. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-11-IT-S-5.a) Analyze the use of supporting details as they relate to the author's message
EL-11-IT-S-5.b) Analyze the relationship between a character's motivation and behavior, as revealed by the dilemmas
EL-11-IT-S-5.c) Explain or analyze how external or internal conflicts are resolved
EL-11-IT-S-5.d) Explain author's craft as appropriate to genre (e.g., metrics, rhyme scheme, analogy, symbolism, allusion, soliloquy)
EL-11-IT-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-11-IT-S-6.a) Analyze the effectiveness of use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, allusion) or propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack)
EL-11-IT-S-6.b) Explain the purpose of text features in different types of informational texts (e.g., periodicals, newspapers, online texts, public documents/public discourse, essays, editorials, textbooks, technical manuals/reports, Internet websites, electronic media)
EL-11-IT-S-6.c) Use references from the text to state central ideas and details that support them; analyze the importance and relevance of details used in a text
EL-11-IT-S-6.d) Use text references to support conclusions about what is read; for example, author's opinion about a subject
EL-11-IT-S-6.e) Accept or reject arguments using supporting evidence
EL-11-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-11-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-11-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-text, and text-to-world connections.
EL-11-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-11-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 analyze or evaluate content or make connections
EL-11-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on personal interests
EL-11-RRT-S-3. Program of Studies: Skills and Concepts - Students will use evidence from text(s) to formulate and justify opinions about what is read or viewed
EL-11-RRT-S-3.a) Relate texts to prior knowledge, personal experiences, other texts or ideas
EL-11-RRT-S-3.b) Provide text references/evidence to support connections (text-to-self, text-to-text, or text-to-world)
EL-11-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 theme, from the same genre, and from different cultures and time periods, in order to respond and make connections (text-to-self, text-to-text, text-to-world)
EL-11-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 in-depth discussions about texts
EL-11-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-11-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 and warranted interpretations of text; and examining texts critically.
EL-11-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-11-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-11-DCS-U-4. Program of Studies: Understandings - Students will understand that all citizens need to analyze a wide variety of media messages (e.g., political, financial, social, environmental) in order to interpret matters of public policy and personal interest.
EL-11-DCS-U-5. Program of Studies: Understandings - Students will understand that judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills needed for postsecondary education, the workplace, and in exercising the rights of citizenship.
EL-11-DCS-S-1. Program of Studies: Skills and Concepts - Students will analyze the effectiveness of text features in organizing information for clarity or for usefulness
EL-11-DCS-S-2. Program of Studies: Skills and Concepts - Students will analyze the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support, deductive/inductive) and explain how effective it is in understanding the passage and meeting the author's purpose
EL-11-DCS-S-3. Program of Studies: Skills and Concepts - Students will evaluate what is read, based on the author's purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
EL-11-DCS-S-4. Program of Studies: Skills and Concepts - Students will form and support warranted judgments/opinions/conclusions about central ideas
EL-11-DCS-S-5. Program of Studies: Skills and Concepts - Students will analyze the interactions between and among literary elements within and across a variety of texts
EL-11-DCS-S-6. Program of Studies: Skills and Concepts - Students will analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
EL-11-DCS-S-7. Program of Studies: Skills and Concepts - Students will make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)
EL-11-DCS-S-8. Program of Studies: Skills and Concepts - Students will evaluate arguments, interpret and analyze information from multiple sources; for example, synthesize arguments or claims to discover the relationship between the parts, understand induction and deduction, determine unstated assumptions
EL-11-DCS-S-9. Program of Studies: Skills and Concepts - Students will evaluate claims and evidences
EL-11-DCS-S-10. Program of Studies: Skills and Concepts - Students will evaluate the range and quality of evidence used to support or oppose an argument
EL-11-DCS-S-11. Program of Studies: Skills and Concepts - Students will recognize common logical fallacies (e.g., personal attacks, non-sequitor, faulty cause-effect) and false premises in an argument
EL-11-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-11-WC-U-1. Program of Studies: Understandings - Students will understand that there are many reasons for all high school students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.
EL-11-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, editorials, literary critiques).
EL-11-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-9-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-11-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., personal journals, writer's notebooks)
EL-11-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., on-demand writing, research papers and essays, lab reports)
EL-11-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-11-WC-S-3.a) Analyze and communicate the significance of a relationship, one's own experience and/or the experiences of others
EL-11-WC-S-3.b) Analyze and communicate through authentic literary forms to make meaning of the human condition (e.g., short stories, poetry, plays/scripts)
EL-11-WC-S-3.c) Analyze and communicate through authentic transactive purposes for writing (e.g., explaining, persuading, analyzing, synthesizing, evaluating)
EL-11-WC-S-3.d) Analyze and communicate reflectively about literacy goals
EL-11-WC-S-3.e) Analyze and address needs of intended audience (e.g., anticipating potential misunderstandings, providing sufficient details for clarity and revising to delete unnecessary details)
EL-11-WC-S-3.f) Adjust the writing style (formal, informal, business, technical) for intended audience
EL-11-WC-S-4. Program of Studies: Skills and Concepts - Students will communicate purpose, focus, and controlling ideas authentic to the writer
EL-11-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-11-WC-S-6. Program of Studies: Skills and Concepts - Students will select and incorporate ideas and information (e.g., making inferences, predicting conclusions, evaluating contradictions, analyzing interrelationships, offering support for conclusions, organizing prior knowledge about a topic)
EL-11-WC-S-7. Program of Studies: Skills and Concepts - Students will communicate understanding of a complex idea or event from multiple perspectives
EL-11-WC-S-8. Program of Studies: Skills and Concepts - Students will provide sufficient details and appropriate depth of elaboration for clear understanding
EL-11-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-11-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-11-WS-U-1. Program of Studies: Understandings - Students will understand that sentences must be complete and clear. Sometimes, unconventional sentence structure is appropriate for an intended effect upon the reader.
EL-11-WS-U-2. Program of Studies: Understandings - Students will understand that different types of structures are appropriate for different purposes, audiences and forms of writing. Texts must be unified and coherent.
EL-11-WS-U-3. Program of Studies: Understandings - Students will understand that structural elements such as context, meaningful order of ideas, transitional elements and conclusions all help make meaning clear for the reader.
EL-11-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, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-11-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, proposition/support)
EL-11-WS-S-3. Program of Studies: Skills and Concepts - Students will apply structures of a variety of academic and work-related texts (e.g., essay, narrative, poetry, memoir, article, job application, memo, proposal) for authentic and justifiable purposes
EL-11-WS-S-4. Program of Studies: Skills and Concepts - Students will establish a context, thesis and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas with intent; and conclude the writing effectively
EL-11-WS-S-5. Program of Studies: Skills and Concepts - Students will create unified and coherent divisions of text (e.g., paragraphs, stanzas, sections under subheadings, chapters); apply paragraph structures (block and indented) appropriately
EL-11-WS-S-6. Program of Studies: Skills and Concepts - Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent
EL-11-WS-S-7. Program of Studies: Skills and Concepts - Students will apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience
EL-11-WS-S-8. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., bullets, subheadings, white space, photographs, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning
EL-11-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-11-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-11-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-11-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 and/or unconventional grammar, mechanics and usage may be used for intended effect.
EL-11-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to document sources/give credit for the ideas of others.
EL-11-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, words with literal and non-literal meanings, foreign words/phrases, strong nouns and verbs, concrete and sensory details, figurative language - metaphors, paradox, allusion, hyperbole)
EL-11-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-11-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, phrases, clauses); mechanics (e.g., use of commas and semicolons); and usage (e.g., avoiding misplaced modifiers and shifts in tense, number and person)
EL-11-WV-S-4. Program of Studies: Skills and Concepts - Students will apply non-standard and/or unconventional language (e.g., dialects) for intended effect appropriate to purpose
EL-11-WV-S-5. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final drafts
EL-11-WV-S-6. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., word processing, dictionary) to adhere to standard guidelines for grammar, usage and mechanics
EL-11-WV-S-7. Program of Studies: Skills and Concepts - Students will a standard format (e.g., MLA, APA) to document ideas from print and non-print sources, when paraphrasing, summarizing, quoting or using graphics
EL-11-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-11-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-11-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-11-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-11-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-11-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-11-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-11-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., journaling, webbing, freewriting, researching print/ non-print/ electronic sources, note-taking, interviewing, observing, viewing, surveying, imagining and creating novel ideas)
EL-11-WP-S-2.c) Organize and present ideas by taking notes, quoting, paraphrasing, summarizing
EL-11-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-11-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication
EL-11-WP-S-3.b) Logically introduce and incorporate quotes
EL-11-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-11-WP-S-4.a) Reflect on own writing
EL-11-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-11-WP-S-4.c) Confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions
EL-11-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 precise words available
EL-11-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-11-WP-S-6. Program of Studies: Skills and Concepts - Students will publish to produce products for intended audience:
EL-11-WP-S-6.a) Present written material using digital presentation and graphics (e.g., spreadsheets, graphing formats)
EL-11-WP-S-6.b) Present final work in a neat, legible form
EL-11-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-11-1. 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-11-1.0.1. Students will interpret literal or nonliteral meanings of words in a passage.
RD-11-1.0.2. Students will make predictions based on what is read.
RD-11-1.0.3, Students will formulate questions to guide reading.
RD-11-1.0.4. Students will interpret the meaning of jargon, dialect or specialized vocabulary found in a passage.
RD-11-2. 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-11-2.0.1. Students will paraphrase information in a passage.
RD-11-2.0.2. Students will identify essential information from a passage needed to accomplish a task.
RD-11-2.0.3. Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage.
RD-11-2.0.4. Students will follow the sequence of information from a passage.
RD-11-2.0.5. Students will interpret concrete or abstract terms using context from the passage.
RD-11-2.0.6. Students will explain the main ideas of a passage and identify the key ideas or information that support them.
RD-11-2.0.7. Students will make inferences, draw conclusions or make generalizations based on evidence from a passage.
RD-11-3. 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-11-3.0.1. Students will analyze how a conflict in a passage is resolved.
RD-11-3.0.2. Students will analyze an author's purpose in a passage.
RD-11-3.0.3. Students will explain an author's position based on evidence in a passage.
RD-11-3.0.4. Students will accept or reject an argument, giving supporting evidence from the passage.
RD-11-3.0.5. Students will evaluate an argument, giving supporting evidence from the passage.
RD-11-3.0.6. Students will analyze the relationship between a speaker's or character's motivation and behavior in a passage, as revealed by the dilemmas.
RD-11-3.0.7. Students will analyze or evaluate the use of supporting details as they relate to the author's message.
RD-11-3.0.8. Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage.
RD-11-3.0.9. Students will explain the appropriateness of the author's content for an intended audience.
RD-11-4. 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-11-4.0.1. Students will evaluate the content or make connections as it applies to students' lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text).
RD-11-4.0.2. Students will use evidence from a passage to formulate opinions in response to a reading passage.
RD-11-5. 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-11-5.0.1. Students will compare and contrast the characteristics of a variety of literary genres.
RD-11-5.0.2. Students will analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage.
RD-11-5.0.3. Students will analyze the author's use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language).
RD-11-5.0.4. Students will critique the author's word choice, style, tone or content.
RD-11-5.0.5. Students will compare or contrast elements, views, ideas or events presented in one or more passages.
RD-11-5.0.6. Students will analyze the ways in which similar themes or ideas are developed in more than one text.
RD-11-5.0.7. Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.
RD-11-5.0.8. Students will explain how the use of text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions), format or layout enhances the reader's understanding of a passage.
RD-11-5.0.9. Students will analyze the effectiveness of the organizational patterns in a passage (e.g., cause and effect, repetition, comparison and contrast, sequence, generalizations) for fulfilling the purpose of the passage.
WR-HS-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-HS-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, theme or thesis; 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-HS-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-HS-1.1.1b. In Reflective Writing, students will address needs of the intended audience.
WR-HS-1.1.1c. In Reflective Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's life experience by narrating about life events, relationships, or central ideas.
WR-HS-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-HS-1.1.2c. In Personal Expressive Writing, students will sustain point of view.
WR-HS-1.1.2d. In Personal Expressive Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2e. In Literary Writing, students will communicate to an audience about the human condition (e.g., 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-HS-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-HS-1.1.2g. In Literary Writing, students will sustain point of view.
WR-HS-1.1.2h. In Literary Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2i. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-HS-1.1.3a. In Transactive Writing, students will communicate as an informed writer to provide new insight through informing, persuading or analyzing.
WR-HS-1.1.3b. In Transactive Writing, students will develop an effective angle to achieve a justifiable purpose.
WR-HS-1.1.3c. In Transactive Writing, students will justify what the reader should know, do, or believe as a result of reading the piece.
WR-HS-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect.
WR-HS-1.1.3e. In Transactive Writing, students will sustain a suitable tone.
WR-HS-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-HS-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 to the form. DOK 4
WR-HS-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-HS-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies, processes or areas of growth.
WR-HS-1.2.1c. In Reflective Writing, students will analyze own decisions about literacy skills.
WR-HS-1.2.1d. In Reflective Writing, students will evaluate own strengths and areas for growth.
WR-HS-1.2.1e. In Reflective Writing, students will support claims about self.
WR-HS-1.2.2a. In Personal Expressive/Literary Writing, students will communicate theme/main idea through use of literary elements appropriate to the genre: Students will develop characters (fictional / non-fictional) through emotions, actions, reactions, descriptions, thoughts, or dialogue when appropriate; Students will develop plot/story line appropriate to the form.
WR-HS-1.2.2b. In Personal Expressive/Literary Writing, students will develop an appropriate setting, mood, scene, image or feeling.
WR-HS-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect.
WR-HS-1.2.2d. In Personal Expressive/Literary Writing, students will incorporate reflection, insight and analysis when appropriate.
WR-HS-1.2.3a. In Transactive Writing, students will communicate relevant information to clarify and justify a specific purpose.
WR-HS-1.2.3b. In Transactive Writing, students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
WR-HS-1.2.3c. In Transactive Writing, students will develop explanations to support the writer's purpose.
WR-HS-1.2.3d. In Transactive Writing, students will synthesize research to support ideas when appropriate.
WR-HS-1.2.3e. In Transactive Writing, students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, emotional/logical/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.
WR-HS-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-HS-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 to guide the reader through the piece; Developing effective closure. DOK 3
WR-HS-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-HS-2.3.1b. In Reflective Writing, students will establish a context for the reader.
WR-HS-2.3.1c. In Reflective Writing, students will communicate ideas and details in a logical, meaningful order.
WR-HS-2.3.1d. In Reflective Writing, students will apply the acceptable format of the genre.
WR-HS-2.3.1e. In Reflective Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-HS-2.3.1f. In Reflective Writing, students will apply effective paragraphing.
WR-HS-2.3.1g. In Reflective Writing, students will create effective conclusions.
WR-HS-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-HS-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in meaningful order.
WR-HS-2.3.2c. In Personal Expressive/Literary Writing, students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
WR-HS-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-HS-2.3.2e. In Personal Expressive/Literary Writing, students will apply effective paragraphing.
WR-HS-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-HS-2.3.2g. In Personal Expressive/Literary Writing, students will create effective conclusions.
WR-HS-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-HS-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-HS-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-HS-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 to guide the reader.
WR-HS-2.3.3e. In Transactive Writing, students will apply effective paragraphing.
WR-HS-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-HS-2.3.3g. In Transactive Writing, students will create effective conclusions.
WR-HS-2.4.0. Sentence Structure: Students will create effective sentences by: Applying a variety of structures and lengths; Maintaining parallel structure; Developing complete and correct sentences unless using unconventional structures for effect when appropriate. DOK 3
WR-HS-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths for effect.
WR-HS-2.4.1b. In Reflective Writing, students will maintain parallel structure.
WR-HS-2.4.1c. In Reflective Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-HS-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths for effect.
WR-HS-2.4.2b. In Personal Expressive/Literary Writing, students will maintain parallel structure.
WR-HS-2.4.2c. In Personal Expressive/Literary Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-HS-2.4.2d. In Personal Expressive/Literary Writing, students will arrange poetic language in meaningful order.
WR-HS-2.4.2e. In Personal Expressive/Literary Writing, students will apply poetic line breaks effectively.
WR-HS-2.4.3a. In Transactive Writing, students will develop complete, concise sentences or apply unconventional structures when appropriate.
WR-HS-2.4.3b. In Transactive Writing, students will maintain parallel structure.
WR-EP-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-HS-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-HS-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect.
WR-HS-3.5.1b. In Reflective Writing, students will apply language concisely.
WR-HS-3.5.1c. In Reflective Writing, students will incorporate language appropriate to the content, purpose and audience.
WR-HS-3.5.2a. In Personal Expressive/Literary Writing, students will adhere to standard guidelines for usage and grammar or apply nonstandard for an intentional effect.
WR-HS-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy, precision, richness or impact on the reader.
WR-HS-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-HS-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for grammar and grammar.
WR-HS-3.5.3b. In Transactive Writing, students will apply precise word choice.
WR-HS-3.5.3c. In Transactive Writing, students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-HS-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, documenting sources in text and/or on a Works Cited page). DOK 2
WR-HS-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-HS-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning and experience; 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-HS-4.8.0. Prewriting: 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., mapping, webbing, note taking, interviewing, researching and other writing-to-learn activities); Organizing ideas - examining other models of good writing and appropriate text structures to match purpose and organize information.
WR-HS-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating ideas, exploring sentence variety and language use.
WR-HS-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, pacing; Comparing with rubric criteria and anchor papers/models; Considering effectiveness of language usage and sentences to communicate ideas.
WR-HS-4.10.4. Revising Skills - Idea Development: Students will narrow topic for selected writing.
WR-HS-4.10.5. Revising Skills - Idea Development: Students will identify topic sentence of a paragraph that is purposefully placed to enhance reader awareness.
WR-HS-4.10.6. Revising Skills - Idea Development: Students will select appropriate supporting details relevant to a specific writing category (e.g., dialogue, predictions, findings from research, needed definitions, causes and effects, comparisons, contrasts, reference to concepts).
WR-HS-4.10.7. Revising Skills - Idea Development: Students will delete extraneous/irrelevant materials.
WR-HS-4.10.8. Revising Skills - Organization: Students will correct sentences that are out of chronological/ sequential order or insert new sentences in the correct chronological/ sequential position.
WR-HS-4.10.9. Revising Skills - Organization: Students will compose effective and subtle transitions.
WR-HS-4.10.10. Revising Skills - Organization: Students will develop effective introductions and closures for writing.
WR-HS-4.10.11. Revising Skills - Organization: Students will apply appropriate usage of parallelism (e.g., word forms, lists, phrases, clauses, sentences, organization, idea development).
WR-HS-4.10.12. Revising Skills - Word Choice: Students will eliminate redundant words and phrases.
WR-HS-4.10.13. Revising Skills - Word Choice: Students will apply the most specific word for use in a sentence.
WR-HS-4.11.0. Editing (Conventions and Mechanics): Checking for correctness with self, teacher or peer(s) (Language usage; Sentence structure; Spelling; Capitalization; Punctuation; Documentation of sources); Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks).
WR-HS-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-HS-4.11.15. Editing Skills - Language Usage: Students will apply knowledge of present, past, and future tenses.
WR-HS-4.11.16. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-HS-4.11.17. 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.
WR-HS-4.11.18. Editing Skills - Language Usage: Students will apply knowledge of idiomatic expressions.
WR-HS-4.11.19. Editing Skills - Sentence Structure: Students will correct run-on and awkward sentences.
WR-HS-4.11.20. Editing Skills - Sentence Structure: Students will correct sentence fragments.
WR-HS-4.11.21. Editing Skills - Sentence Structure: Students will combine short, choppy sentences effectively.
WR-HS-4.11.22. Editing Skills - Sentence Structure: Students will combine simple sentences by using subordination and coordination.
WR-HS-4.11.23. Editing Skills - Sentence Structure: Students will correct sentences with misplaced and/ or dangling modifiers.
WR-HS-4.11.24. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words.
WR-HS-4.11.25. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
WR-HS-4.11.26. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-HS-4.11.27. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
WR-HS-4.11.28. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names days, months).
WR-HS-4.11.29. Editing Skills - Capitalization: Students will capitalize the beginning of sentences
WR-HS-4.11.30. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'.
WR-HS-4.11.31. Editing Skills - Capitalization: Students will capitalize proper adjectives.
WR-HS-4.11.32. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate.
WR-HS-4.11.33. Editing Skills - Capitalization: Students will capitalize first word and every succeeding main word in a title.
WR-HS-4.11.34. Editing Skills - Punctuation: Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.
WR-HS-4.11.35. Editing Skills - Punctuation: Students will use commas in a series, a date, a compound sentence, the greeting and closing of a letter.
WR-HS-4.11.36. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.
WR-HS-4.11.37. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for apostrophes in possessives and letters and numbers of omission.
WR-HS-4.11.38. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.
WR-HS-4.11.39. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.
WR-HS-4.11.40. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for colons in introducing a list and in a business letter greeting.
WR-HS-4.11.41. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.
WR-HS-4.11.42. Editing Skills - Documentation: Students will document use of sources with a format acceptable to the discipline (e.g., MLA, APA).
WR-HS-4.12.0. Publishing: Sharing final piece with intended audience
WR-HS-4.13.00. Reflecting: Reflecting upon progress, growth and goals as a writer; literacy skills; who or what has influenced progress and growth; approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing, outlining).
KY.PS. Program of Studies 2006
EL-11-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-11-FF-U-1. 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.
EL-11-FF-U-2. Program of Studies: Understandings - Students will understand that developing breadth of vocabulary dramatically 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-11-FF-U-3. 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-11-FF-S-1. Program of Studies: Skills and Concepts - Students will apply context and self-correction strategies while reading
EL-11-FF-S-2. Program of Studies: Skills and Concepts - Students will read increasingly complex material--0rally and silently--with automaticity (accuracy and fluency)
EL-11-FF-S-3. Program of Studies: Skills and Concepts - Students will use a variety of reading strategies to understand vocabulary and texts
EL-11-FF-S-3.a) Formulate questions to guide reading (before, during and after reading)
EL-11-FF-S-3.b) Apply word recognition strategies to determine pronunciations
EL-11-FF-S-3.c) Apply knowledge of synonyms, antonyms, word parts (e.g., roots, affixes, cognates) and nuances of meaning to assist comprehension
EL-11-FF-S-3.d) Interpret the meaning of jargon, dialect, or specialized vocabulary in context
EL-11-FF-S-3.e) Interpret and explain literal and non-literal meanings of words or phrases, analogies, idioms, and literary and classical allusions based on context
EL-11-FF-S-3.f) Analyze words and ideas in terms of categories, functions, or features
EL-11-FF-S-3.g) Scan to find specific key information; skim to get the general meaning of a passage
EL-11-FF-S-4. Program of Studies: Skills and Concepts - Students will describe the influence of historical events on the development of the English language
EL-11-FF-S-5. Program of Studies: Skills and Concepts - Students will investigate the meanings of words and their possible effect(s) on the perceptions and behavior of people
EL-11-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 (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-11-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-11-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, and foundational U.S. documents.
EL-11-DIU-U-3. Program of Studies: Understandings - Students will understand that the use of comprehension strategies enhances understanding of text.
EL-11-DIU-U-4. Program of Studies: Understandings - Students will understand different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitate the reader's ability to make meaning of the text.
EL-11-DIU-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies (e.g., using prior knowledge, 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-11-DIU-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential, deductive/inductive) to aid in comprehension
EL-11-DIU-S-3. Program of Studies: Skills and Concepts - Students will explain the meaning of concrete or abstract terms, based on the context (e.g., 'loaded' words, connotation, denotation)
EL-11-DIU-S-4. Program of Studies: Skills and Concepts - Students will paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critique
EL-11-DIU-S-5. Program of Studies: Skills and Concepts - Students will make text-based inferences; state generalizations; draw conclusions based on what is read
EL-11-DIU-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-11-DIU-S-6.a) Identify characteristics of different types of literary texts (e.g., comedies, tragedies, satires, parodies)
EL-11-DIU-S-6.b) Explain the main ideas of a passage and identify the key ideas or information that support them
EL-11-DIU-S-7. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-11-DIU-S-7.a) Locate key ideas, information, facts or details
EL-11-DIU-S-7.b) Use information from text to state and support central/main idea
EL-11-DIU-S-7.c) Use information from texts to accomplish a specific task or to answer questions
EL-11-DIU-S-7.d) Use text features and visual information (e.g., maps, charts, graphs) to understand texts
EL-11-IT. Big Idea: Interpreting Text (Reading) - Interpreting text requires readers to extend their initial impressions of the text 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 and informational texts (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-11-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-11-IT-U-2. Program of Studies: Understandings - Students will understand that references from texts provide evidence to support conclusions, the information presented, or the author's perspective.
EL-11-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-11-IT-S-1. Program of Studies: Skills and Concepts - Students will use comprehension strategies while reading, listening to, or viewing increasingly complex literary and informational texts
EL-11-IT-S-2. Program of Studies: Skills and Concepts - Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential, deductive/inductive) to aid comprehension
EL-11-IT-S-3. Program of Studies: Skills and Concepts - Students will use text references to explain author's purpose, author's message or theme (including universal themes), arguments and supporting evidence (CC 4.1 RD-11-3.0.2 & RD-12-3.0.2; RD-11-3.0.9 & RD-12-3.0.9)
EL-11-IT-S-4. Program of Studies: Skills and Concepts - Students will organize ideas within and across texts to show understanding of central ideas and interrelationships (e.g., charting, semantic mapping, graphic organizers, outlining)
EL-11-IT-S-5. Program of Studies: Skills and Concepts - Students will demonstrate understanding of literary elements and literary passages/texts:
EL-11-IT-S-5.a) Analyze the use of supporting details as they relate to the author's message
EL-11-IT-S-5.b) Analyze the relationship between a character's motivation and behavior, as revealed by the dilemmas
EL-11-IT-S-5.c) Explain or analyze how external or internal conflicts are resolved
EL-11-IT-S-5.d) Explain author's craft as appropriate to genre (e.g., metrics, rhyme scheme, analogy, symbolism, allusion, soliloquy)
EL-11-IT-S-6. Program of Studies: Skills and Concepts - Students will demonstrate understanding of informational passages/texts:
EL-11-IT-S-6.a) Analyze the effectiveness of use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, allusion) or propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack)
EL-11-IT-S-6.b) Explain the purpose of text features in different types of informational texts (e.g., periodicals, newspapers, online texts, public documents/public discourse, essays, editorials, textbooks, technical manuals/reports, Internet websites, electronic media)
EL-11-IT-S-6.c) Use references from the text to state central ideas and details that support them; analyze the importance and relevance of details used in a text
EL-11-IT-S-6.d) Use text references to support conclusions about what is read; for example, author's opinion about a subject
EL-11-IT-S-6.e) Accept or reject arguments using supporting evidence
EL-11-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-11-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-11-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-text, and text-to-world connections.
EL-11-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-11-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 analyze or evaluate content or make connections
EL-11-RRT-S-2. Program of Studies: Skills and Concepts - Students will self-select texts based on personal interests
EL-11-RRT-S-3. Program of Studies: Skills and Concepts - Students will use evidence from text(s) to formulate and justify opinions about what is read or viewed
EL-11-RRT-S-3.a) Relate texts to prior knowledge, personal experiences, other texts or ideas
EL-11-RRT-S-3.b) Provide text references/evidence to support connections (text-to-self, text-to-text, or text-to-world)
EL-11-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 theme, from the same genre, and from different cultures and time periods, in order to respond and make connections (text-to-self, text-to-text, text-to-world)
EL-11-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 in-depth discussions about texts
EL-11-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-11-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 and warranted interpretations of text; and examining texts critically.
EL-11-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-11-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-11-DCS-U-4. Program of Studies: Understandings - Students will understand that all citizens need to analyze a wide variety of media messages (e.g., political, financial, social, environmental) in order to interpret matters of public policy and personal interest.
EL-11-DCS-U-5. Program of Studies: Understandings - Students will understand that judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills needed for postsecondary education, the workplace, and in exercising the rights of citizenship.
EL-11-DCS-S-1. Program of Studies: Skills and Concepts - Students will analyze the effectiveness of text features in organizing information for clarity or for usefulness
EL-11-DCS-S-2. Program of Studies: Skills and Concepts - Students will analyze the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support, deductive/inductive) and explain how effective it is in understanding the passage and meeting the author's purpose
EL-11-DCS-S-3. Program of Studies: Skills and Concepts - Students will evaluate what is read, based on the author's purpose, message, word choice, sentence variety, content, tone, style or use of literary elements
EL-11-DCS-S-4. Program of Studies: Skills and Concepts - Students will form and support warranted judgments/opinions/conclusions about central ideas
EL-11-DCS-S-5. Program of Studies: Skills and Concepts - Students will analyze the interactions between and among literary elements within and across a variety of texts
EL-11-DCS-S-6. Program of Studies: Skills and Concepts - Students will analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)
EL-11-DCS-S-7. Program of Studies: Skills and Concepts - Students will make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)
EL-11-DCS-S-8. Program of Studies: Skills and Concepts - Students will evaluate arguments, interpret and analyze information from multiple sources; for example, synthesize arguments or claims to discover the relationship between the parts, understand induction and deduction, determine unstated assumptions
EL-11-DCS-S-9. Program of Studies: Skills and Concepts - Students will evaluate claims and evidences
EL-11-DCS-S-10. Program of Studies: Skills and Concepts - Students will evaluate the range and quality of evidence used to support or oppose an argument
EL-11-DCS-S-11. Program of Studies: Skills and Concepts - Students will recognize common logical fallacies (e.g., personal attacks, non-sequitor, faulty cause-effect) and false premises in an argument
EL-12-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-12-WC-U-1. Program of Studies: Understandings - Students will understand that there are many reasons for all high school students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.
EL-12-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, editorials, literary critiques).
EL-11-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-9-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-12-WC-S-1. Program of Studies: Skills and Concepts - Students will write to learn by applying strategies effectively (e.g., personal journals, writer's notebooks)
EL-12-WC-S-2. Program of Studies: Skills and Concepts - Students will write to demonstrate learning and understanding of content knowledge (e.g., on-demand writing, research papers and essays, lab reports)
EL-12-WC-S-3. Program of Studies: Skills and Concepts - Students will write for a variety of authentic purposes and audiences:
EL-11-WC-S-3.a) Analyze and communicate the significance of a relationship, one's own experience and/or the experiences of others
EL-11-WC-S-3.b) Analyze and communicate through authentic literary forms to make meaning of the human condition (e.g., short stories, poetry, plays/scripts)
EL-11-WC-S-3.c) Analyze and communicate through authentic transactive purposes for writing (e.g., explaining, persuading, analyzing, synthesizing, evaluating)
EL-11-WC-S-3.d) Analyze and communicate reflectively about literacy goals
EL-11-WC-S-3.e) Analyze and address needs of intended audience (e.g., anticipating potential misunderstandings, providing sufficient details for clarity and revising to delete unnecessary details)
EL-11-WC-S-3.f) Adjust the writing style (formal, informal, business, technical) for intended audience
EL-12-WC-S-4. Program of Studies: Skills and Concepts - Students will communicate purpose, focus, and controlling ideas authentic to the writer
EL-12-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-12-WC-S-6. Program of Studies: Skills and Concepts - Students will select and incorporate ideas and information (e.g., making inferences, predicting conclusions, evaluating contradictions, analyzing interrelationships, offering support for conclusions, organizing prior knowledge about a topic)
EL-12-WC-S-7. Program of Studies: Skills and Concepts - Students will communicate understanding of a complex idea or event from multiple perspectives
EL-12-WC-S-8. Program of Studies: Skills and Concepts - Students will provide sufficient details and appropriate depth of elaboration for clear understanding
EL-12-WC-S-9. Program of Studies: Skills and Concepts - Students will use and sustain suitable voice or tone
EL-12-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-12-WS-U-1. Program of Studies: Understandings - Students will understand that sentences must be complete and clear. Sometimes, unconventional sentence structure is appropriate for an intended effect upon the reader.
EL-12-WS-U-2. Program of Studies: Understandings - Students will understand that different types of structures are appropriate for different purposes, audiences and forms of writing. Texts must be unified and coherent.
EL-12-WS-U-3. Program of Studies: Understandings - Students will understand that structural elements such as context, meaningful order of ideas, transitional elements and conclusions all help make meaning clear for the reader.
EL-12-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, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience
EL-12-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, proposition/support)
EL-12-WS-S-3. Program of Studies: Skills and Concepts - Students will apply structures of a variety of academic and work-related texts (e.g., essay, narrative, poetry, memoir, article, job application, memo, proposal) for authentic and justifiable purposes
EL-12-WS-S-4. Program of Studies: Skills and Concepts - Students will establish a context, thesis and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas with intent; and conclude the writing effectively
EL-12-WS-S-5. Program of Studies: Skills and Concepts - Students will create unified and coherent divisions of text (e.g., paragraphs, stanzas, sections under subheadings, chapters); apply paragraph structures (block and indented) appropriately
EL-12-WS-S-6. Program of Studies: Skills and Concepts - Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent
EL-12-WS-S-7. Program of Studies: Skills and Concepts - Students will apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience
EL-12-WS-S-8. Program of Studies: Skills and Concepts - Students will incorporate text features (e.g., bullets, subheadings, white space, photographs, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning
EL-12-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-12-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-12-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-12-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 and/or unconventional grammar, mechanics and usage may be used for intended effect.
EL-12-WV-U-4. Program of Studies: Understandings - Students will understand that writers need to document sources/give credit for the ideas of others.
EL-12-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, words with literal and non-literal meanings, foreign words/phrases, strong nouns and verbs, concrete and sensory details, figurative language - metaphors, paradox, allusion, hyperbole)
EL-12-WV-S-2. Program of Studies: Skills and Concepts - Students will use specialized content vocabulary and words used for specific contexts, as needed
EL-12-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, phrases, clauses); mechanics (e.g., use of commas and semicolons); and usage (e.g., avoiding misplaced modifiers and shifts in tense, number and person)
EL-12-WV-S-4. Program of Studies: Skills and Concepts - Students will apply non-standard and/or unconventional language (e.g., dialects) for intended effect appropriate to purpose
EL-12-WV-S-5. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final drafts
EL-12-WV-S-6. Program of Studies: Skills and Concepts - Students will use print and electronic resources (e.g., word processing, dictionary) to adhere to standard guidelines for grammar, usage and mechanics
EL-12-WV-S-7. Program of Studies: Skills and Concepts - Students will a standard format (e.g., MLA, APA) to document ideas from print and non-print sources, when paraphrasing, summarizing, quoting or using graphics
EL-12-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-12-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-12-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-12-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-12-WP-S-1. Program of Studies: Skills and Concepts - Students will focus: establish and maintain a controlling idea on a selected topic
EL-12-WP-S-2. Program of Studies: Skills and Concepts - Students will prewrite:
EL-11-WP-S-2.a) Determine the most appropriate form to meet needs of purpose and audience
EL-11-WP-S-2.b) Generate ideas to support and develop controlling idea (e.g., journaling, webbing, freewriting, researching print/ non-print/ electronic sources, note-taking, interviewing, observing, viewing, surveying, imagining and creating novel ideas)
EL-11-WP-S-2.c) Organize and present ideas by taking notes, quoting, paraphrasing, summarizing
EL-11-WP-S-3. Program of Studies: Skills and Concepts - Students will draft:
EL-11-WP-S-3.a) Determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication
EL-11-WP-S-3.b) Logically introduce and incorporate quotes
EL-11-WP-S-4. Program of Studies: Skills and Concepts - Students will revise:
EL-11-WP-S-4.a) Reflect on own writing
EL-11-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-11-WP-S-4.c) Confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions
EL-11-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 precise words available
EL-12-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-12-WP-S-6. Program of Studies: Skills and Concepts - Students will publish to produce products for intended audience:
EL-11-WP-S-6.a) Present written material using digital presentation and graphics (e.g., spreadsheets, graphing formats)
EL-11-WP-S-6.b) Present final work in a neat, legible form
EL-12-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-12-1. 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-12-1.0.1. Students will interpret literal or non-literal meanings of words in a passage.
RD-12-1.0.2. Students will make predictions based on what is read.
RD-12-1.0.3. Students will formulate questions to guide reading.
RD-12-1.0.4. Students will interpret the meaning of jargon, dialect or specialized vocabulary found in a passage.
RD-12-2. 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-12-2.0.1. Students will paraphrase information in a passage.
RD-12-2.0.2. Students will identify essential information from a passage needed to accomplish a task.
RD-12-2.0.3. Students will apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage.
RD-12-2.0.4. Students will follow the sequence of information from a passage.
RD-12-2.0.5. Students will interpret concrete or abstract terms using context from the passage.
RD-12-2.0.6. Students will explain the main ideas of a passage and identify the key ideas or information that support them.
RD-12-2.0.7. Students will make inferences, draw conclusions or make generalizations based on evidence from a passage.
RD-12-3. 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-12-3.0.1. Students will analyze how a conflict in a passage is resolved.
RD-12-3.0.2. Students will analyze an author's purpose in a passage.
RD-12-3.0.3. Students will explain an author's position based on evidence in a passage.
RD-12-3.0.4. Students will accept or reject an argument, giving supporting evidence from the passage.
RD-12-3.0.5. Students will evaluate an argument, giving supporting evidence from the passage.
RD-12-3.0.6. Students will analyze the relationship between a speaker's or character's motivation and behavior in a passage, as revealed by the dilemmas.
RD-12-3.0.7. Students will analyze or evaluate the use of supporting details as they relate to the author's message.
RD-12-3.0.8. Students will analyze or evaluate the use of persuasive or propaganda techniques within a passage.
RD-12-3.0.9. Students will explain the appropriateness of the author's content for an intended audience.
RD-12-4. 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-12-4.0.1. Students will evaluate the content or make connections as it applies to students' lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text).
RD-12-4.0.2. Students will use evidence from a passage to formulate opinions in response to a reading passage.
RD-12-5. 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-12-5.0.1. Students will compare and contrast the characteristics of a variety of literary genres.
RD-12-5.0.2. Students will analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage.
RD-12-5.0.3. Students will analyze the author's use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language).
RD-12-5.0.4. Students will critique the author's word choice, style, tone or content.
RD-12-5.0.5. Students will compare or contrast elements, views, ideas or events presented in one or more passages.
RD-12-5.0.6. Students will analyze the ways in which similar themes or ideas are developed in more than one text.
RD-12-5.0.7. Students will evaluate the effectiveness of organization or format in fulfilling the purpose of a passage.
RD-12-5.0.8. Students will explain how the use of text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions), format or layout enhances the reader's understanding of a passage.
RD-12-5.0.9. Students will analyze the effectiveness of the organizational patterns in a passage (e.g., cause and effect, repetition, comparison and contrast, sequence, generalizations) for fulfilling the purpose of the passage.
WR-HS-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-HS-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, theme or thesis; 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-HS-1.1.1a. In Reflective Writing, students will evaluate personal progress toward meeting goals in literacy skills.
WR-HS-1.1.1b. In Reflective Writing, students will address needs of the intended audience.
WR-HS-1.1.1c. In Reflective Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2a. In Personal Expressive Writing, students will communicate the significance of the writer's life experience by narrating about life events, relationships, or central ideas.
WR-HS-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-HS-1.1.2c. In Personal Expressive Writing, students will sustain point of view.
WR-HS-1.1.2d. In Personal Expressive Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2e. In Literary Writing, students will communicate to an audience about the human condition (e.g., 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-HS-1.1.2f. In Literary Writing, students will apply characteristics of the selected form (e.g., short story, play/script, poem).
WR-HS-1.1.2g. In Literary Writing, students will sustain point of view.
WR-HS-1.1.2h. In Literary Writing, students will sustain a suitable tone or appropriate voice.
WR-HS-1.1.2i. In Literary Writing, students will apply a fictional perspective in literary writing when appropriate.
WR-HS-1.1.3a. In Transactive Writing, students will communicate as an informed writer to provide new insight through informing, persuading or analyzing.
WR-HS-1.1.3b. In Transactive Writing, students will develop an effective angle to achieve a justifiable purpose.
WR-HS-1.1.3c. In Transactive Writing, students will justify what the reader should know, do, or believe as a result of reading the piece.
WR-HS-1.1.3d. In Transactive Writing, students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect.
WR-HS-1.1.3e. In Transactive Writing, students will sustain a suitable tone.
WR-HS-1.1.3f. In Transactive Writing, students will allow voice to emerge when appropriate.
WR-HS-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 to the form. DOK 4
WR-HS-1.2.1a. In Reflective Writing, students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.
WR-HS-1.2.1b. In Reflective Writing, students will describe own literacy skills, strategies, processes or areas of growth.
WR-HS-1.2.1c. In Reflective Writing, students will analyze own decisions about literacy skills.
WR-HS-1.2.1d. In Reflective Writing, students will evaluate own strengths and areas for growth.
WR-HS-1.2.1e. In Reflective Writing, students will support claims about self.
WR-HS-1.2.2a. In Personal Expressive/Literary Writing, students will communicate theme/main idea through use of literary elements appropriate to the genre: Students will develop characters (fictional / non-fictional) through emotions, actions, reactions, descriptions, thoughts, or dialogue when appropriate; Students will develop plot/story line appropriate to the form.
WR-HS-1.2.2b. In Personal Expressive/Literary Writing, students will develop an appropriate setting, mood, scene, image or feeling.
WR-HS-1.2.2c. In Personal Expressive/Literary Writing, students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect.
WR-HS-1.2.2d. In Personal Expressive/Literary Writing, students will incorporate reflection, insight and analysis when appropriate.
WR-HS-1.2.3a. In Transactive Writing, students will communicate relevant information to clarify and justify a specific purpose.
WR-HS-1.2.3b. In Transactive Writing, students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).
WR-HS-1.2.3c. In Transactive Writing, students will develop explanations to support the writer's purpose.
WR-HS-1.2.3d. In Transactive Writing, students will synthesize research to support ideas when appropriate.
WR-HS-1.2.3e. In Transactive Writing, students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, emotional/logical/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.
WR-HS-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-HS-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 to guide the reader through the piece; Developing effective closure. DOK 3
WR-HS-2.3.1a. In Reflective Writing, students will engage the interest of the reader.
WR-HS-2.3.1b. In Reflective Writing, students will establish a context for the reader.
WR-HS-2.3.1c. In Reflective Writing, students will communicate ideas and details in a logical, meaningful order.
WR-HS-2.3.1d. In Reflective Writing, students will apply the acceptable format of the genre.
WR-HS-2.3.1e. In Reflective Writing, students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
WR-HS-2.3.1f. In Reflective Writing, students will apply effective paragraphing.
WR-HS-2.3.1g. In Reflective Writing, students will create effective conclusions.
WR-HS-2.3.2a. In Personal Expressive/Literary Writing, students will engage the interest of the reader.
WR-HS-2.3.2b. In Personal Expressive/Literary Writing, students will communicate ideas and details in meaningful order.
WR-HS-2.3.2c. In Personal Expressive/Literary Writing, students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
WR-HS-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-HS-2.3.2e. In Personal Expressive/Literary Writing, students will apply effective paragraphing.
WR-HS-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-HS-2.3.2g. In Personal Expressive/Literary Writing, students will create effective conclusions.
WR-HS-2.3.3a. In Transactive Writing, students will establish a context for reading.
WR-HS-2.3.3b. In Transactive Writing, students will apply the accepted format of the genre.
WR-HS-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-HS-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 to guide the reader.
WR-HS-2.3.3e. In Transactive Writing, students will apply effective paragraphing.
WR-HS-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-HS-2.3.3g. In Transactive Writing, students will create effective conclusions.
WR-HS-2.4.0. Sentence Structure: Students will create effective sentences by: Applying a variety of structures and lengths; Maintaining parallel structure; Developing complete and correct sentences unless using unconventional structures for effect when appropriate. DOK 3
WR-HS-2.4.1a. In Reflective Writing, students will develop sentences of various structures and lengths for effect.
WR-HS-2.4.1b. In Reflective Writing, students will maintain parallel structure.
WR-HS-2.4.1c. In Reflective Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-HS-2.4.2a. In Personal Expressive/Literary Writing, students will develop sentences of various structures and lengths for effect.
WR-HS-2.4.2b. In Personal Expressive/Literary Writing, students will maintain parallel structure.
WR-HS-2.4.2c. In Personal Expressive/Literary Writing, students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
WR-HS-2.4.2d. In Personal Expressive/Literary Writing, students will arrange poetic language in meaningful order.
WR-HS-2.4.2e. In Personal Expressive/Literary Writing, students will apply poetic line breaks effectively.
WR-HS-2.4.3a. In Transactive Writing, students will develop complete, concise sentences or apply unconventional structures when appropriate.
WR-HS-2.4.3b. In Transactive Writing, students will maintain parallel structure.
WR-EP-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-HS-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-HS-3.5.1a. In Reflective Writing, students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect.
WR-HS-3.5.1b. In Reflective Writing, students will apply language concisely.
WR-HS-3.5.1c. In Reflective Writing, students will incorporate language appropriate to the content, purpose and audience.
WR-HS-3.5.2a. In Personal Expressive/Literary Writing, students will adhere to standard guidelines for usage and grammar or apply nonstandard for an intentional effect.
WR-HS-3.5.2b. In Personal Expressive/Literary Writing, students will incorporate language based on economy, precision, richness or impact on the reader.
WR-HS-3.5.2c. In Personal Expressive/Literary Writing, students will develop ideas through descriptive or figurative language.
WR-HS-3.5.3a. In Transactive Writing, students will adhere to standard guidelines for grammar and grammar.
WR-HS-3.5.3b. In Transactive Writing, students will apply precise word choice.
WR-HS-3.5.3c. In Transactive Writing, students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.
WR-HS-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, documenting sources in text and/or on a Works Cited page). DOK 2
WR-HS-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-HS-4.7.0. Focusing: Connecting to content knowledge; Connecting with prior learning and experience; 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-HS-4.8.0. Prewriting: 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., mapping, webbing, note taking, interviewing, researching and other writing-to-learn activities); Organizing ideas - examining other models of good writing and appropriate text structures to match purpose and organize information.
WR-HS-4.9.0. Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating ideas, exploring sentence variety and language use.
WR-HS-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, pacing; Comparing with rubric criteria and anchor papers/models; Considering effectiveness of language usage and sentences to communicate ideas.
WR-HS-4.10.4. Revising Skills - Idea Development: Students will narrow topic for selected writing.
WR-HS-4.10.5. Revising Skills - Idea Development: Students will identify topic sentence of a paragraph that is purposefully placed to enhance reader awareness.
WR-HS-4.10.6. Revising Skills - Idea Development: Students will select appropriate supporting details relevant to a specific writing category (e.g., dialogue, predictions, findings from research, needed definitions, causes and effects, comparisons, contrasts, reference to concepts).
WR-HS-4.10.7. Revising Skills - Idea Development: Students will delete extraneous/irrelevant materials.
WR-HS-4.10.8. Revising Skills - Organization: Students will correct sentences that are out of chronological/ sequential order or insert new sentences in the correct chronological/ sequential position.
WR-HS-4.10.9. Revising Skills - Organization: Students will compose effective and subtle transitions.
WR-HS-4.10.10. Revising Skills - Organization: Students will develop effective introductions and closures for writing.
WR-HS-4.10.11. Revising Skills - Organization: Students will apply appropriate usage of parallelism (e.g., word forms, lists, phrases, clauses, sentences, organization, idea development).
WR-HS-4.10.12. Revising Skills - Word Choice: Students will eliminate redundant words and phrases.
WR-HS-4.10.13. Revising Skills - Word Choice: Students will apply the most specific word for use in a sentence.
WR-HS-4.11.0. Editing (Conventions and Mechanics): Checking for correctness with self, teacher or peer(s) (Language usage; Sentence structure; Spelling; Capitalization; Punctuation; Documentation of sources); Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks).
WR-HS-4.11.14. Editing Skills - Language Usage: Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
WR-HS-4.11.15. Editing Skills - Language Usage: Students will apply knowledge of present, past, and future tenses.
WR-HS-4.11.16. Editing Skills - Language Usage: Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.
WR-HS-4.11.17. 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.
WR-HS-4.11.18. Editing Skills - Language Usage: Students will apply knowledge of idiomatic expressions.
WR-HS-4.11.19. Editing Skills - Sentence Structure: Students will correct run-on and awkward sentences.
WR-HS-4.11.20. Editing Skills - Sentence Structure: Students will correct sentence fragments.
WR-HS-4.11.21. Editing Skills - Sentence Structure: Students will combine short, choppy sentences effectively.
WR-HS-4.11.22. Editing Skills - Sentence Structure: Students will combine simple sentences by using subordination and coordination.
WR-HS-4.11.23. Editing Skills - Sentence Structure: Students will correct sentences with misplaced and/ or dangling modifiers.
WR-HS-4.11.24. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words.
WR-HS-4.11.25. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
WR-HS-4.11.26. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
WR-HS-4.11.27. Editing Skills - Spelling: Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
WR-HS-4.11.28. Editing Skills - Capitalization: Students will capitalize proper nouns (e.g., names days, months).
WR-HS-4.11.29. Editing Skills - Capitalization: Students will capitalize the beginning of sentences
WR-HS-4.11.30. Editing Skills - Capitalization: Students will capitalize the pronoun 'I'.
WR-HS-4.11.31. Editing Skills - Capitalization: Students will capitalize proper adjectives.
WR-HS-4.11.32. Editing Skills - Capitalization: Students will capitalize first word in a quote when appropriate.
WR-HS-4.11.33. Editing Skills - Capitalization: Students will capitalize first word and every succeeding main word in a title.
WR-HS-4.11.34. Editing Skills - Punctuation: Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.
WR-HS-4.11.35. Editing Skills - Punctuation: Students will use commas in a series, a date, a compound sentence, the greeting and closing of a letter.
WR-HS-4.11.36. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.
WR-HS-4.11.37. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for apostrophes in possessives and letters and numbers of omission.
WR-HS-4.11.38. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.
WR-HS-4.11.39. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.
WR-HS-4.11.40. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for colons in introducing a list and in a business letter greeting.
WR-HS-4.11.41. Editing Skills - Punctuation: Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.
WR-HS-4.11.42. Editing Skills - Documentation: Students will document use of sources with a format acceptable to the discipline (e.g., MLA, APA).
WR-HS-4.12.0. Publishing: Sharing final piece with intended audience
WR-HS-4.13.00. Reflecting: Reflecting upon progress, growth and goals as a writer; literacy skills; who or what has influenced progress and growth; approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing, outlining).