Kentucky State Standards for Language Arts: Kindergarten
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).