Kentucky Standards Alignment Prekindergarten through Grade...

Kentucky Standards Alignment Prekindergarten through Grade Three

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Kentucky Standards Alignment

Standards List with Aligned Product Skills

The Standards List with Aligned Product Skills Report is a standards-oriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product.

Note to Educator .....................................................iii

Prekindergarten .................................................... 1

Kindergarten - Grade 3 ............................................... 6

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Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) 338-4204. Sincerely, Renaissance Sales and Funding Staff

P.O. Box 8036 Wisconsin Rapids, WI 54495-8036

Phone: (800) 338-4204 Fax: (715) 424-4242

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Agency Tag Set NameKentucky, English/Language Arts (Early Literacy), 2006, Three Years to Four Years, Early Childhood Standards, State Department of EducationStandard Skill Area Description Skill DescriptionKY 1 - Demonstrates general skills and strategies of the communication process.KY 1.1 - Uses non-verbal communication for a variety of purposes.KY 1.1.1 - Identifies or chooses object or person by pointing, physically touching or moving toward another.KY 1.1.2 - Uses gestures and/or movements to initiate interactions or to get needs met.KY 1.1.3 - Uses symbols or pictures as representation for oral language.

KY 1.2 - Uses language (verbal, signed, symbolic) for a variety of purposes.KY 1.2.1 - Initiates communication to have needs met.KY 1.2.2 - Responds meaningfully in conversations and discussions with peers and adults.KY 1.2.3 - Asks many why, when, and where questions.KY 1.2.4 - Uses words, signs, and/or symbols to effectively express feelings and thoughts, describe experiences, interact with others, and/or communicate needs.

- Adjusts expressive techniques (pitch, intonation, pace) for a variety of purposes.KY 1.3 - Communicates with increasing clarity and use of conventional grammar.KY 1.3.1 - Speaks clearly enough to be understood by most listeners.

KY 1.3.2 - Uses simple sentences to express self, but may not always use correct grammar.KY 1.3.3 - Uses more complex sentences, but grammar is still sometimes incorrect.KY 1.3.4 - Uses complex sentences with correct grammar.

Standards List with Aligned Product SkillsProduct NameSTAR Early Literacy

STAR Early Literacy Grade 0

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Agency Tag Set NameKentucky, English/Language Arts (Early Literacy), 2006, Three Years to Four Years, Early Childhood Standards, State Department of EducationStandard Skill Area Description Skill Description


KY 1.3.5 - Develops increasingly abstract use of language.KY 2 - Demonstrates general skills and strategies of the listening and observing processes.KY 2.1 - Engages in active listening in a variety of situations.KY 2.1.1 - Attends to adult or peer who is speaking/signing.KY 2.1.2 - Follows simple directions. Skill Area 2 - Technology

Software (TS)Skill 8 - TS08 Following instructions

Skill Area 1 - Overall Product (OP)

Skill 26 - OP26 Following oral directions

KY 2.1.3 - Gains information through listening experiences.


Skill 27 - OP27 Developing listening skills

KY 2.1.4 - Uses listening to interpret and apply meaning.KY 2.2 - Observes to gain information and understanding.KY 2.2.1 - Uses many senses to explore and interpret the environment.KY 2.2.2 - Makes comparisons through everyday experiences and play.KY 2.2.3 - Makes predictions concerning everyday experiences and play.KY 2.2.4 - Draws conclusions from everyday experiences and play.KY 3 - Demonstrates general skills and strategies of the reading process.KY 3.1 - Listens to and/or responds to reading materials with interest and enjoyment.KY 3.1.3 - Participates actively in story time.KY 3.1.4 - Chooses reading activities.

KY 3.1.5 - Responds to reading activities with interest and enjoyment.

KY 3.2 - Shows interest and understanding of the basis concepts and conventions of print .KY 3.2.1 - Handles books correctly, showing increasing skills in print directionality.


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KY 3.2.2 - Understands that print has meaning.


Skill 1 - OP01 Engaging in content critical to literacySkill 30 - OP30 Understanding concepts of print

KY 3.3 - Demonstrates knowledge of the alphabet.KY 3.3.1 - Recognizes some letters of the alphabet.


Skill 2 - OP02 Recognizing letters and words in print

Skill Area 3 - Graphophonemic Knowledge (GK)

Skill 3 - GK03 Naming letters

KY 3.3.2 - Recognizes some letters and words in print.




Skill 3 - GK03 Naming letters

KY 3.3.3 - Identifies some known letters of the alphabet in familiar and unfamiliar words.KY 3.4 - Demonstrates emergent phonemic/phonological awareness.KY 3.4.1 - Recognizes rhyming words.

Skill Area 5 - Phonemic Awareness (PA)

Skill 1 - PA01 Identifying rhyming words

Skill Area 6 - Phonics (PH) Skill 1 - PH01 Matching and recognizing long vowel soundsSkill 2 - PH02 Matching and recognizing short vowel soundsSkill 9 - PH09 Matching sounds within word families

KY 3.4.2 - Recognizes sounds that match.

Skill Area 6 - Phonics (PH) Skill 1 - PH01 Matching and recognizing long vowel soundsSkill 2 - PH02 Matching and recognizing short vowel soundsSkill 9 - PH09 Matching sounds within word families

KY 3.4.3 - Produces a rhyming word.

KY 3.4.4 - Discriminates separate syllables in words.KY 3.4.5 - Makes some letter-sound connections.


Skill 3 - OP03 Recognizing sounds of the alphabetSkill 4 - OP04 Identifying letter soundsSkill 25 - OP25 Developing phonemic awareness

KY 3.4.6 - Identifies some beginning sounds.

Skill Area 6 - Phonics (PH) Skill 3 - PH03 Identifying beginning consonant sounds


Skill 4 - PA04 Discriminating beginning, medial, and ending sounds

KY 3.5 - Draws meaning from pictures, print and text.


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KY 3.5.1 - Names features of a picture.KY 3.5.2 - Uses illustrations to tell major events of a story.KY 3.5.3 - Understands that text has a specific meaning.


Skill 6 - OP06 Drawing meaning from textSkill 30 - OP30 Understanding concepts of print

KY 3.6 - Tells and retells a story.KY 3.6.1 - Imitates act of reading in play.KY 3.6.2 - Acts out main events of a familiar story.KY 3.6.3 - Uses pictures and illustrations to tell and retell a story.

KY 3.6.4 - Uses prior experience to help make sense of stories.KY 3.6.5 - Retells a story including many details and draws connections between story events.KY 4 - Demonstrates competence in the beginning skills and strategies of the writing process.KY 4.1 - Understands that the purpose of writing is communication.

KY 4.1.1 - Understands that an oral message can be represented by written language.KY 4.1.2 - Understands there is a way to write that conveys meaning.KY 4.1.3 - Understands that once an oral message is written it reads the same way every time.KY 4.2 - Produces marks, pictures, and symbols that represent print and ideas.KY 4.2.1 - Labels pictures or produces simple texts using scribble writing.KY 4.2.2 - Labels pictures or produces simple texts using letter-like forms.KY 4.2.3 - Uses scribble writing or letter-like forms to represent words or ideas.KY 4.2.4 - Writes recognizable letters.KY 4.2.5 - Writes familiar words.


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KY 4.3 - Explores the physical aspect of writing.KY 4.3.1 - Uses tools for writing and drawing.KY 4.3.2 - Experiments with grasp when using a variety of writing tools.

KY 4.3.3 - Adjusts body position when writing.KY 4.3.4 - Adjusts paper position when writing.KY 4.3.5 - Shows some evidence of directionality (top to bottom, left to right).


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Agency Tag Set NameKentucky, Reading, 2006, Primary, Core Content for Assessment, State Department of EducationStandard Skill Area Description Skill DescriptionKY RD-EP-1 - 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.

KY 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.


Skill 10 - OP10 Understanding words in context

Skill 15 - OP15 Recognizing and analyzing wordsSkill 25 - OP25 Developing phonemic awareness

KY RD-EP-1.0.2 - Students will apply knowledge of synonyms, antonyms or compound words for comprehension.

Skill Area 9 - Vocabulary (VO) Skill 2 - VO02 Recognizing synonyms

Skill 3 - VO03 Recognizing antonyms

Skill Area 8 - Structural Analysis (SA)

Skill 3 - SA03 Identifying compound Words

KY RD-EP-1.0.3 - Students will know that some words have multiple meanings and identify the correct meaning as the word is used.

KY RD-EP-1.0.4 - Students will apply the meanings of common prefixes or suffixes to comprehend unfamiliar words.KY RD-EP-1.0.5 - Students will identify the purpose of capitalization, punctuation, boldface type, italics or indentations to make meaning of the text.

KY RD-EP-1.0.6 - Students will formulate questions to guide reading.

KY RD-EP-2 - Requires readers to consider the text as a whole or in a broader perspective to develop an initial understanding.KY RD-EP-2.0.1 - Students will distinguish between fiction and non-fiction texts.


STAR Early Literacy Kindergarten - Grade 3

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Agency Tag Set NameKentucky, Reading, 2006, Primary, Core Content for Assessment, State Department of EducationStandard Skill Area Description Skill Description


KY RD-EP-2.0.2 - Students will describe characters, plot, setting or problem/solution of a passage.KY RD-EP-2.0.3 - Students will locate key ideas or information in a passage.KY RD-EP-2.0.4 - Students will interpret specialized vocabulary (words and terms specific to understanding the content).KY RD-EP-2.0.5 - Students will identify the correct sequence.KY RD-EP-2.0.7 - Students will make inferences or draw conclusions based on what is read.

KY RD-EP-3 - 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.KY RD-EP-3.0.1 - Students will explain a character's or speaker's actions based on a passage.KY RD-EP-3.0.2 - Students will explain how a conflict in a passage is resolved.KY RD-EP-3.0.3 - Students will identify an author's purpose in a passage.KY RD-EP-3.0.4 - Students will identify main ideas or details that support them.KY RD-EP-3.0.5 - Students will identify fact or opinion from a passage.KY RD-EP-3.0.6 - Students will identify information in a passage that is supported by fact.KY RD-EP-3.0.7 - Students will identify an author's opinion about a subject.KY RD-EP-3.0.8 - Students will identify informative or persuasive passages.KY RD-EP-3.0.9 - Students will identify commonly used persuasive techniques (emotional appeal and testimonial) used in a passage.


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Agency Tag Set NameKentucky, Reading, 2006, Primary, Core Content for Assessment, State Department of EducationStandard Skill Area Description Skill Description


KY RD-EP-4 - Requires readers to connect knowledge from the text with their own background knowledge. The focus is on how the text relates to personal knowledge.

KY 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.).

KY RD-EP-5 - 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.KY RD-EP-5.0.1 - Students will evaluate what is read based on the author's word choice, content or use of literary elements.KY RD-EP-5.0.2 - Students will identify literary devices such as foreshadowing, imagery or figurative language (similes and personification).KY RD-EP-5.0.3 - Students will apply knowledge of text features (e.g., pictures, lists, charts, graphs, tables of contents, indexes, glossaries, captions, headings) to answer questions about a passage.

KY 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.


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Agency Tag Set NameKentucky, ELA, 2006, Primary, Program of Studies, State Department of EducationStandard Skill Area Description Skill DescriptionKY EL-P-FF - Forming a Foundation (Reading)KY EL-P-FF-U - Enduring Knowledge - UnderstandingsKY EL-P-FF-U-1 - knowing how letters are linked to sounds to form letter-sound correspondence and spelling patterns can help determine unfamiliar words while reading.


Skill 3 - OP03 Recognizing sounds of the alphabet

Skill 4 - OP04 Identifying letter sounds


Skill 4 - GK04 Recognizing letter sounds


Skill 5 - OP05 Using letter sounds to read letters and wordsSkill 25 - OP25 Developing phonemic awareness

KY EL-P-FF-U-2 - fluency involves reading orally and silently with speed, accuracy, proper phrasing and expression while attending to text features (e.g., punctuation, italics).

KY EL-P-FF-U-3 - 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.

KY EL-P-FF-U-4 - 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.KY EL-P-FF-S - Skills and Concepts

KY EL-P-FF-S-1 - demonstrate an understanding of concepts of print, phonological awareness, and word identification strategies by:



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Agency Tag Set NameKentucky, ELA, 2006, Primary, Program of Studies, State Department of EducationStandard Skill Area Description Skill Description


KY EL-P-FF-S-1.a - demonstrate an understanding of concepts of print, phonological awareness, and word identification strategies by: distinguishing between printed letters and words, following text (e.g., one-to-one 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


Skill 1 - OP01 Engaging in content critical to literacy


Skill Area 4 - General Readiness (GR)

Skill 4 - GR04 Differentiating words from letters


Skill 25 - OP25 Developing phonemic awarenessSkill 28 - OP28 Distinguishing shapes, letters, and wordsSkill 30 - OP30 Understanding concepts of print

KY EL-P-FF-S-1.b - demonstrate an understanding of concepts of print, phonological awareness, and word identification strategies by: recognizing, isolating, and combining sounds to make words, identifying syllables and parts of words (prefixes, suffixes)


Skill 2 - PA02 Blending word parts

Skill 3 - PA03 Blending phonemes


Skill 4 - GK04 Recognizing letter sounds


Skill 25 - OP25 Developing phonemic awarenessSkill 30 - OP30 Understanding concepts of print

KY EL-P-FF-S-1.c - demonstrate an understanding of concepts of print, phonological awareness, and word identification strategies by: 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


Skill 8 - OP08 Recognizing high-frequency words

Skill 14 - OP14 Decoding words


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Skill 16 - OP16 Developing fluency and automaticitySkill 25 - OP25 Developing phonemic awarenessSkill 30 - OP30 Understanding concepts of print

KY EL-P-FF-S-1.d - demonstrate an understanding of concepts of print, phonological awareness, and word identification strategies by: producing rhyming words and recognize pairs of rhyming words


Skill 1 - PA01 Identifying rhyming words


Skill 25 - OP25 Developing phonemic awarenessSkill 30 - OP30 Understanding concepts of print

KY EL-P-FF-S-1.e - demonstrate an understanding of concepts of print, phonological awareness, and word identification strategies by: recognizing irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings and common word endings


Skill 25 - OP25 Developing phonemic awareness

Skill 30 - OP30 Understanding concepts of print

KY EL-P-FF-S-1.f - demonstrate an understanding of concepts of print, phonological awareness, and word identification strategies by: 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 digraphsKY EL-P-FF-S-2 - 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)

KY EL-P-FF-S-3 - read grade-appropriate material - orally and silently - with accuracy and fluency


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KY EL-P-FF-S-4 - use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary:KY EL-P-FF-S-4.a - use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary: formulate questions to guide reading (before, during and after reading)

KY EL-P-FF-S-4.b - use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary: apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passagesKY EL-P-FF-S-4.c - use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary: use context clues to identify the correct meaning as the word is used

KY EL-P-FF-S-4.d - use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary: apply knowledge of synonyms, antonyms, homonyms/homophones, or compound words to assist comprehension

Skill Area 9 - Vocabulary (VO) Skill 2 - VO02 Recognizing synonyms

Skill 3 - VO03 Recognizing antonyms

KY EL-P-FF-S-4.e - use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary: apply the meanings of common prefixes or suffixes to comprehend unfamiliar words


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KY EL-P-FF-S-4.f - use a variety of reading strategies to understand words, word meanings, and texts to develop breadth of vocabulary: organize words by categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)KY EL-P-FF-S-5 - 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 wordsKY EL-P-DIU - Developing an Initial Understanding (Reading)KY EL-P-DIU-U - Enduring Knowledge - UnderstandingsKY EL-P-DIU-U-1 - reading a wide range of print and non-print texts builds an understanding of texts, of themselves, and of different cultures.

KY EL-P-DIU-U-2 - 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.

KY EL-P-DIU-U-3 - the use of comprehension strategies enhances understanding of text.KY EL-P-DIU-U-4 - 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.

KY EL-P-DIU-S - Skills and Concepts


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KY EL-P-DIU-S-1 - 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 textsKY EL-P-DIU-S-2 - use text structure cues (e.g., sequence, description, compare/contrast) to aid in comprehensionKY EL-P-DIU-S-3 - describe explicitly stated cause and effect relationships

KY EL-P-DIU-S-4 - distinguish between fiction and non-fiction texts

KY EL-P-DIU-S-5 - identify unfamiliar words and specialized vocabulary

KY EL-P-DIU-S-6 - make inferences based on what is read; make and check predictionsKY EL-P-DIU-S-7 - demonstrate understanding of literary elements and literary passages/texts:KY EL-P-DIU-S-7.a - demonstrate understanding of literary elements and literary passages/texts: identify and describe characters, major events/plot, setting or problem/solutionKY EL-P-DIU-S-7.b - demonstrate understanding of literary elements and literary passages/texts: identify characteristics (e.g., beginning-middle-end, rhyme, dialogue) of different types of literary texts (e.g., stories, poems, plays, fairy tales)

KY EL-P-DIU-S-8 - demonstrate understanding of structure and features of informational passages/texts:KY EL-P-DIU-S-8.a - demonstrate understanding of structure and features of informational passages/texts: locate key ideas, facts or details


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KY EL-P-DIU-S-8.b - demonstrate understanding of structure and features of informational passages/texts: use information from text to state and support the central/main ideaKY EL-P-DIU-S-8.c - demonstrate understanding of structure and features of informational passages/texts: identify text features (e.g., title, bold print) of different types of informational texts (e.g., lists, recipes, directions, children's magazines, dictionaries)

KY EL-P-DIU-S-8.d - demonstrate understanding of structure and features of informational passages/texts: read and use functional messages encountered in daily lifeKY EL-P-DIU-S-8.f - demonstrate understanding of structure and features of informational passages/texts: use information from texts to accomplish a specific task or to answer questionsKY EL-P-DIU-S-8.g - demonstrate understanding of structure and features of informational passages/texts: use text features and visual information (e.g., pictures, maps, charts, graphs, timelines, visual organizers) to understand text

KY EL-P-IT - Interpreting Text (Reading)KY EL-P-IT-U - Enduring Knowledge - UnderstandingsKY EL-P-IT-U-1 - interpretations of text involve linking information within and across parts of a text and determining importance of the information presented.KY EL-P-IT-U-2 - references from texts provide evidence to support conclusions, the information presented, or the author's perspective.


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KY EL-P-IT-U-3 - authors make intentional choices that are designed to produce a desired effect on the reader.KY EL-P-IT-S - Skills and Concepts

KY EL-P-IT-S-1 - 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)

KY EL-P-IT-S-2 - use text structure cues (e.g., sequence, compare/contrast) to aid in comprehensionKY EL-P-IT-S-3 - identify author's purpose (e.g., to entertain, to inform, to persuade)KY EL-P-IT-S-4 - discuss why an author might have chosen to use particular language (e.g., words, phrases)KY EL-P-IT-S-5 - examine relationships between earlier and later parts of a text and how these parts make sense togetherKY EL-P-IT-S-6 - summarize a variety of reading passages by selecting the main ideas and main events or key pointsKY EL-P-IT-S-7 - discuss the message of the textKY EL-P-IT-S-8 - record and organize ideas found within texts to show understanding (e.g., charting, mapping)KY EL-P-IT-S-9 - demonstrate understanding of literary elements and literary passages/texts:KY EL-P-IT-S-9.a - demonstrate understanding of literary elements and literary passages/texts: identify traits of main characters, interpret possible motives, and explain a character's actions


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KY EL-P-IT-S-9.b - demonstrate understanding of literary elements and literary passages/texts: trace characters and plot across multiple episodesKY EL-P-IT-S-9.c - demonstrate understanding of literary elements and literary passages/texts: identify problems and explain how conflicts are resolvedKY EL-P-IT-S-9.d - demonstrate understanding of literary elements and literary passages/texts: recognize author's craft as appropriate to genre (e.g., figurative language/imagery, rhyme)KY EL-P-IT-S-10 - demonstrate understanding of informational passages/texts:KY EL-P-IT-S-10.a - demonstrate understanding of informational passages/texts: distinguish between informative or persuasive passages

KY EL-P-IT-S-10.b - demonstrate understanding of informational passages/texts: identify commonly used persuasive techniques (e.g., emotional appeal, testimonial)KY EL-P-IT-S-10.c - demonstrate understanding of informational passages/texts: identify an author's opinionKY EL-P-IT-S-10.d - demonstrate understanding of informational passages/texts: use evidence from the text to state central/main idea and details that support themKY EL-P-IT-S-10.e - demonstrate understanding of informational passages/texts: use text references to support conclusions based on what is read, for example, an author's opinion about a subject

KY EL-P-IT-S-10.f - demonstrate understanding of informational passages/texts: distinguish between facts and opinions found in texts


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KY EL-P-IT-S-10.g - demonstrate understanding of informational passages/texts: identify information in a passage supported by facts

KY EL-P-IT-S-11 - pose questions and use a variety of print and non-print resources to find information to answer themKY EL-P-IT-S-12 - understand and interpret the concepts and relationships described in a textKY EL-P-IT-S-13 - evaluate information from multiple sources by determining necessary information and interpreting findings

KY EL-P-RRT - Reflecting and Responding to Text (Reading)KY EL-P-RRT-U - Enduring Knowledge - UnderstandingsKY EL-P-RRT-U-1 - 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.

KY EL-P-RRT-U-2 - references from texts provide evidence of applying ideas and making text-to-self, text-to-text, and text-to-world connections.

KY EL-P-RRT-U-3 - 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.KY EL-P-RRT-S - Skills and ConceptsKY EL-P-RRT-S-1 - 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


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KY EL-P-RRT-S-2 - self-select texts based on personal interestsKY EL-P-RRT-S-3 - generate a personal response to what is read, listened to or viewed:KY EL-P-RRT-S-3.a - generate a personal response to what is read, listened to or viewed: relate stories or texts to prior knowledge, personal experiences, other texts, or ideas

KY EL-P-RRT-S-3.b - generate a personal response to what is read, listened to or viewed: provide text references/evidence to support connections made between text-to-self, text-to-text, or text-to-worldKY EL-P-RRT-S-4 - read personal and other classmates writingKY EL-P-RRT-S-5 - extend the story (e.g., through discussion, role play, writing)KY EL-P-RRT-S-6 - voluntarily read aloud and to others, signaling a sense of themselves as a readerKY EL-P-RRT-S-7 - demonstrate participation in a literate community by sharing and responding to ideas and connections through writing and focused discussions about text

KY EL-P-DCS - Demonstrating a Critical Stance (Reading)KY EL-P-DCS-U - Enduring Knowledge - UnderstandingsKY EL-P-DCS-U-1 - reading is a process that includes applying a variety of strategies to comprehend, interpret, and evaluate texts.

KY EL-P-DCS-U-2 - references from texts provide evidence to support judgments made about why and how the text was developed, considering the content, organization and form.

KY EL-P-DCS-U-3 - 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.


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KY EL-P-DCS-S - Skills and ConceptsKY EL-P-DCS-S-1 - 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)

KY EL-P-DCS-S-2 - explain how text features are used to organize information for clarity or usefulnessKY EL-P-DCS-S-3 - identify the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast) to understand the passageKY EL-P-DCS-S-4 - evaluate what is read, based on the author's purpose, message, word choice/language use, sentence variety, content or use of literary elements

KY EL-P-DCS-S-5 - compare books by the same author, or books about the same theme or topic

KY EL-P-WC - Writing ContentKY EL-P-WC-U - Enduring Knowledge - UnderstandingsKY EL-P-WC-U-1 - 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.KY EL-P-WC-U-2 - different forms of writing are appropriate for different purposes and audiences across the content areas and have different features (e.g., journals, narratives, procedures).KY EL-P-WC-U-3 - to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.


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KY EL-P-WC-U-4 - writing can be used to make meaning of one's own experience, as well as of other information/ideas.KY EL-P-WC-S - Skills and Concepts

KY EL-P-WC-S-1 - write to learn by applying strategies effectively (e.g., learning logs, reflections)KY EL-P-WC-S-2 - write to demonstrate learning and understanding of content knowledge (e.g., journals, exit/admit slips)

KY EL-P-WC-S-3 - write for a variety of authentic purposes and audiences:

KY EL-P-WC-S-3.a - write for a variety of authentic purposes and audiences: communicate about personal experiencesKY EL-P-WC-S-3.b - write for a variety of authentic purposes and audiences: communicate through authentic literary forms to make meaning about the human condition

KY EL-P-WC-S-3.c - write for a variety of authentic purposes and audiences: communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining)KY EL-P-WC-S-3.d - write for a variety of authentic purposes and audiences: communicate reflectively

KY EL-P-WC-S-3.e - write for a variety of authentic purposes and audiences: recognize and address needs of intended audienceKY EL-P-WC-S-3.f - write for a variety of authentic purposes and audiences: adjust the writing style (formal, informal) for intended audienceKY EL-P-WC-S-4 - communicate purpose, focus, and controlling ideas authentic to the writer


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KY EL-P-WC-S-5 - 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)

KY EL-P-WC-S-6 - 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)KY EL-P-WC-S-7 - communicate understanding of ideas or eventsKY EL-P-WC-S-8 - provide sufficient details for clear understanding

KY EL-P-WC-S-9 - use and sustain suitable voice or toneKY EL-P-WS - Writing StructureKY EL-P-WS-U - Enduring Knowledge - UnderstandingsKY EL-P-WS-U-1 - 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.

KY EL-P-WS-U-2 - 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.

KY EL-P-WS-U-3 - structural elements such as context, meaningful order of ideas, transitional words/phrases and conclusions all help make meaning clear for the reader.KY EL-P-WS-S - Skills and Concepts


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KY EL-P-WS-S-1 - 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 audienceKY EL-P-WS-S-2 - develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, question/answer)

KY EL-P-WS-S-3 - establish a context for the reader and a controlling idea in the introduction; arrange ideas in meaningful order; and have an effective conclusionKY EL-P-WS-S-4 - create paragraphs that maintain focus on one central idea; apply paragraph structures (block and indented) consistentlyKY EL-P-WS-S-5 - use a variety of transitional words/phrases (e.g. time, order of sequence)KY EL-P-WS-S-6 - incorporate text features (e.g., numbering, pictures, labels, diagrams, charts, shape in poetry) to enhance clarity and meaningKY EL-P-WV - Writing ConventionsKY EL-P-WV-U - Enduring Knowledge - UnderstandingsKY EL-P-WV-U-1 - writers need to choose their language with care, depending on the content, purpose and audience.KY EL-P-WV-U-2 - language should be concise and precise. Strong verbs and nouns, concrete details and sensory language help make meaning clear to the reader.KY EL-P-WV-U-3 - standard grammar and usage are important in making meaning clear to the reader; nonstandard grammar may be used for intended effect.KY EL-P-WV-U-4 - writers need to use correct spelling, punctuation and capitalization.


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KY EL-P-WV-U-5 - writers need to document sources/give credit for the ideas of others.KY EL-P-WV-S - Skills and Concepts

KY EL-P-WV-S-1 - 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)

KY EL-P-WV-S-2 - use specialized content vocabulary and words used for specific contexts, as neededKY EL-P-WV-S-3 - 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)KY EL-P-WV-S-4 - 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)KY EL-P-WV-S-5 - use resources (e.g., picture dictionary, word wall) to correct spelling in final draftsKY EL-P-WV-S-6 - document ideas from outside sources (e.g., citing authors or titles within the text)

KY EL-P-WV-S-7 - 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 paperKY EL-P-WP - Writing ProcessKY EL-P-WP-U - Enduring Knowledge - UnderstandingsKY EL-P-WP-U-1 - the writing process is a helpful tool in constructing and demonstrating meaning of content (whether personal expressive, literary, academic or practical) through writing.


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KY EL-P-WP-U-2 - the stages are sometimes recursive (e.g., In the process of revising, a writer sometimes returns to earlier stages of the process).KY EL-P-WP-U-3 - writers work through the process at different rates. Often, the process is enhanced by conferencing with others.

KY EL-P-WP-S - Skills and Concepts

KY EL-P-WP-S-1 - focus: establish and maintain a controlling idea on a selected topicKY EL-P-WP-S-2 - prewrite:KY EL-P-WP-S-2.a - prewrite: determine the most appropriate form to meet needs of purpose and audienceKY EL-P-WP-S-2.b - prewrite: 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)KY EL-P-WP-S-2.c - prewrite: organize and present ideas by taking notes and summarizingKY EL-P-WP-S-3 - draft: Skill Area 1 - Overall Product

(OP)Skill 9 - OP09 Recognizing irregular words

KY EL-P-WP-S-3.a - draft: determine how, when and whether to use visuals (e.g., illustrations, diagrams) in addition to written textKY EL-P-WP-S-3.b - draft: logically incorporate informationKY EL-P-WP-S-4 - revise:KY EL-P-WP-S-4.a - revise: reflect on own writingKY EL-P-WP-S-4.b - revise: confer with peers and other writing conferencing partners to critically analyze one's own work and the work of othersKY EL-P-WP-S-4.d - revise: confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is clear for intended audience, then make revisions


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KY EL-P-WP-S-4.e - revise: make sure paragraphs are supported appropriately with relevant details and that sentences are in sequential order; develop introductions and conclusionsKY EL-P-WP-S-5 - edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and appropriate documentation of sourcesKY EL-P-WP-S-6 - publish:KY EL-P-WP-S-6.a - publish: produce products for intended audienceKY EL-P-WP-S-6.b - publish: present final work in a neat, legible form and share with intended audience

KY EL-P-WP-S-7 - reflect and evaluate personal progress and skills in writingKY EL-P-SLO - Speaking, Listening, and ObservingKY EL-P-SLO-U - Enduring Knowledge - UnderstandingsKY EL-P-SLO-U-1 - communication, both formal and informal, is an interpretive process that integrates listening, observing, reading, writing and speaking with confidence. Different levels of discourse are appropriate for different contexts, occasions, purposes and audiences.

KY EL-P-SLO-U-2 - regardless of the topic, the context or the intended audience, students need to be able to communicate ideas effectively. Effective communication involves verbal and nonverbal techniques to enhance or emphasize content. These techniques aid the listener's ability to interpret the information.

KY EL-P-SLO-U-3 - language usage is related to successful communication; language patterns and vocabulary transmit culture and affect meaning.


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KY EL-P-SLO-U-4 - observation involves interpreting and constructing meaning. By viewing in context, students infer, construct meaning, draw conclusions and form opinions about the world around them.

KY EL-P-SLO-S - Skills and ConceptsKY EL-P-SLO-S-1 - In formal speaking situations, students will create oral presentations thatKY EL-P-SLO-S-1.a - In formal speaking situations, students will create oral presentations that are appropriate for the purpose (e.g., to inform, persuade, entertain), audience, context and occasionKY EL-P-SLO-S-1.b - In formal speaking situations, students will create oral presentations that use appropriate details to support ideasKY EL-P-SLO-S-1.c - In formal speaking situations, students will create oral presentations that maintain a consistent focusKY EL-P-SLO-S-1.d - In formal speaking situations, students will create oral presentations that organize ideas in a coherent, meaningful way including an introduction and a conclusion that are appropriate to audience and purpose

KY EL-P-SLO-S-2 - In formal speaking situations, students will apply delivery techniquesKY EL-P-SLO-S-2.a - In formal speaking situations, students will apply delivery techniques both verbal (e.g., tone, volume, rate, articulation, pacing) and nonverbal (e.g., gestures, facial expressions, eye contact)KY EL-P-SLO-S-2.b - In formal speaking situations, students will apply delivery techniques avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)


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KY EL-P-SLO-S-2.c - In formal speaking situations, students will apply delivery techniques use language appropriate to audience; use specialized content vocabulary as neededKY EL-P-SLO-S-2.d - In formal speaking situations, students will apply delivery techniques adhere to standard guidelines for grammar, usage, mechanics or use non-standard language for effect when appropriate (e.g., word plays, slang, similes)KY EL-P-SLO-S-2.e - In formal speaking situations, students will apply delivery techniques choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, figurative language)KY EL-P-SLO-S-3 - In formal speaking situations, students will use visual aids, media and tools of technology to support oral communicationKY EL-P-SLO-S-4 - In formal speaking situations, students will give credit to sources used (e.g., identifying authors, titles)KY EL-P-SLO-S-5 - In informal speaking situations, students will give spoken instructions to perform specific tasksKY EL-P-SLO-S-6 - In informal speaking situations, students will ask and respond to questions as a way to participate in class discussions

KY EL-P-SLO-S-7 - In informal speaking situations, students will play a variety of roles in group discussions (e.g., discussion leader, facilitator, responder)KY EL-P-SLO-S-8 - In informal speaking situations, students will use different voice level, phrasing and intonation for different situations (e.g., small group settings, discussions)


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KY EL-P-SLO-S-9 - When listening, students will follow spoken instructions to perform specific tasks

Skill Area 2 - Technology Software (TS)

Skill 8 - TS08 Following instructions


Skill 27 - OP27 Developing listening skillsSkill 29 - OP29 Understanding a complex set of instructions (STM)

KY EL-P-SLO-S-10 - When listening, students will identify specific information (e.g., main idea, supporting details)KY EL-P-SLO-S-11 - When listening, students will respond to information appropriately/respectfully in a variety of ways (e.g., summarizing orally, taking useful notes, organizing and recording that which is meaningful and useful)

KY EL-P-SLO-S-12 - When listening, students will follow the organization of a presentationKY EL-P-SLO-S-13 - When listening, students will interpret the effectiveness of verbal and nonverbal delivery techniques, including visual cuesKY EL-P-SLO-S-14 - When listening, students will build on the ideas of others and contribute appropriate information or ideasKY EL-P-SLO-S-15 - When listening, students will use self-evaluations and feedback from teachers/peers to improve presentations

KY EL-P-SLO-S-16 - When observing, students will evaluate media messagesKY EL-P-SLO-S-17 - When observing, students will discuss the role of media in focusing attention and in forming opinionKY EL-P-SLO-S-18 - When observing, students will interpret a variety of techniques used to influence or appeal to a particular audience (e.g., persuasive techniques, appealing elements in commercials)


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KY EL-P-SLO-S-19 - When observing, students will identify visual and auditory cues (e.g., slow motion, music to create mood, sound effects) that enhance the message


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Kentucky Standards Alignment Prekindergarten through Grade...

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