Kentucky State Standards for Language Arts: Grade 8
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-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).