Kentucky State Standards Alignments Kindergarten...

Kentucky State Standards Alignments Kindergarten through Grade Twelve

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Kentucky State Standards Alignments

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

Kindergarten - Grade 3 ............................................... 1

Grade 4 ..................................................... 4

Grade 5 ....................................................24

Grade 6 ....................................................44

Grade 7 ....................................................65

Grade 8 ....................................................87

Grades 9 - 10 ..................................................107

Grades 11 - 12 ..................................................130

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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

www.renlearn.com

Agency Tag Set NameKentucky, ELA, 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.KY RD-EP-1.0.2 - Students will apply knowledge of synonyms, antonyms or compound words for comprehension.

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.

Skill Area 1 - Overall Product (OP)

Skill 1 - OP01 Understanding words in context

Skill 5 - OP05 Interpreting the meaning of sentences

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.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.

Standards List with Aligned Product SkillsProduct NameSTAR Reading

STAR Reading Kindergarten - Grade 3

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


KY RD-EP-2.0.4 - Students will interpret specialized vocabulary (words and terms specific to understanding the content).

Skill Area 3 - Vocabulary-in-context (V)

Skill 2 - V02 Making inferences for vocabulary

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.

Skill Area 4 - Comprehension (C) Skill 4 - C04 Making inferences for comprehension

Skill 5 - C05 Drawing conclusions for comprehension

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 passageKY 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, ELA, 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, Grade 4, Program of Studies, State Department of EducationStandard Skill Area Description Skill DescriptionKY EL-4-FF - Forming a Foundation (Reading)KY EL-4-FF-U - Enduring Knowledge - UnderstandingsKY EL-4-FF-U-1 - knowing how to apply phonetic principles, context clues, structural analysis, and spelling patterns can help determine unfamiliar words while reading.

KY EL-4-FF-U-2 - fluency involves reading orally and silently with speed, accuracy, and proper phrasing and expression, while attending to text features (e.g., punctuation, italics).

KY EL-4-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-4-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-4-FF-S - Skills and Concepts

KY EL-4-FF-S-1 - read high-frequency/grade-appropriate words with automaticity in connected text; read multisyllabic words using knowledge of sounds, word structure, syllable types, and word patterns; and identify the purpose of capitalization, punctuation, and text features (e.g., boldface type, italics, indentations) to make meaning of a variety of texts


Skill 13 - OP13 Reading and understanding grade-appropriate text

Skill Area 4 - Comprehension (C) Skill 2 - C02 Understanding authentic text

KY EL-4-FF-S-2 - apply context and self-correction strategies while reading


Skill 1 - V01 Using context clues

Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehension


STAR Reading Grade 4

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Agency Tag Set NameKentucky, ELA, 2006, Grade 4, Program of Studies, State Department of EducationStandard Skill Area Description Skill Description


KY EL-4-FF-S-3 - read grade-appropriate material--orally and silently--with accuracy and fluency


Skill 7 - OP07 Succeeding with reading


KY EL-4-FF-S-4 - use a variety of reading strategies to understand vocabulary and texts:KY EL-4-FF-S-4.a - use a variety of reading strategies to understand vocabulary and texts: formulate questions to guide reading (before, during and after reading)KY EL-4-FF-S-4.b - use a variety of reading strategies to understand vocabulary and texts: apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages


Skill 2 - OP02 Recognizing words

Skill 4 - OP04 Drawing meaning from textSkill 5 - OP05 Interpreting the meaning of sentences



Skill Area 4 - Comprehension (C) Skill 1 - C01 Understanding what is readSkill 2 - C02 Understanding authentic textSkill 3 - C03 Using context clues for comprehension

KY EL-4-FF-S-4.c - use a variety of reading strategies to understand vocabulary and texts: apply knowledge of synonyms, antonyms, homonyms/homophones, compound words, or differences in meaning to assist comprehension





KY EL-4-FF-S-4.d - use a variety of reading strategies to understand vocabulary and texts: identify syllables and parts of words (e.g., prefixes, suffixes, base words); apply the meanings of common prefixes or suffixes to comprehend unfamiliar words


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KY EL-4-FF-S-4.e - use a variety of reading strategies to understand vocabulary and texts: describe words in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)KY EL-4-FF-S-4.f - use a variety of reading strategies to understand vocabulary and texts: scan to find specific key information (e.g., dates, places); skim to get the general meaning of a passageKY EL-4-FF-S-5 - use resources (e.g., dictionaries, glossaries, thesauruses) to determine correct spellings of words, to identify multiple meanings of words, content-specific meanings of words, and precise use of vocabulary

KY EL-4-DIU - Developing an Initial Understanding (Reading)KY EL-4-DIU-U - Enduring Knowledge - UnderstandingsKY EL-4-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-4-DIU-U-2 - different purposes to read include reading to acquire new information and reading for personal fulfillment.KY EL-4-DIU-U-3 - the use of comprehension strategies greatly enhances understanding of text. Among these texts include fiction, non-fiction, classic and contemporary works.KY EL-4-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) facilitates the reader's ability to make meaning of the text.

KY EL-4-DIU-S - Skills and Concepts


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KY EL-4-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 texts


Skill 3 - V03 Making connections with prior knowledge

Skill Area 4 - Comprehension (C) Skill 6 - C06 Making connections with prior knowledge

KY EL-4-DIU-S-2 - use text structure cues (e.g., sequence, chronology, compare/contrast, description) to aid in comprehension

KY EL-4-DIU-S-3 - describe explicitly stated cause and effect relationships

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

KY EL-4-DIU-S-5 - identify unfamiliar words and specialized vocabulary (words/terms needed to understand content)KY EL-4-DIU-S-6 - paraphrase and summarize (e.g., to show relationships, relative importance of information) and sequence major events or steps in a process if appropriateKY EL-4-DIU-S-7 - make text-based inferences; make and check predictions




KY EL-4-DIU-S-8 - demonstrate understanding of literary elements and literary passages/texts:KY EL-4-DIU-S-8.a - identify and describe characters, major events/plot, setting or problem/solutionKY EL-4-DIU-S-8.b - make and check predictionsKY EL-4-DIU-S-8.c - identify characteristics of different types of literary texts (e.g., stories, poems, plays, fairy tales, folktales, historical fiction, realistic fiction)


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KY EL-4-DIU-S-9 - demonstrate understanding of informational passages/texts:KY EL-4-DIU-S-9.a - demonstrate understanding of informational passages/texts: locate key ideas, information, facts, or detailsKY EL-4-DIU-S-9.b - demonstrate understanding of informational passages/texts: use information to state and support central/main idea or to interpret the meaning of specialized vocabulary (words and terms specific to understanding the content)


Skill 4 - OP04 Drawing meaning from text





KY EL-4-DIU-S-9.c - demonstrate understanding of informational passages/texts: identify text features (e.g., table of contents, bold and italicized print, headings, index, transitional words/phrases) of different types of informational texts (e.g., directions, invitations, children's magazines, dictionaries, encyclopedias, content trade books)

KY EL-4-DIU-S-9.d - demonstrate understanding of informational passages/texts: read and use functional messages encountered in daily lifeKY EL-4-DIU-S-9.e - demonstrate understanding of informational passages/texts: use information from text to accomplish a specific task or answer questions


Skill 3 - OP03 Responding to text and questions

KY EL-4-DIU-S-9.f - demonstrate understanding of informational passages/texts: use visual information (e.g., maps, charts, graphs, timelines, visual organizers) to understand textsKY EL-4-IT - Interpreting Text (Reading)KY EL-4-IT-U - Enduring Knowledge - Understandings


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KY EL-4-IT-U-1 - interpretations of text involve linking information across parts of a text and determining importance of the information presented.KY EL-4-IT-U-2 - references from texts provide evidence to support conclusions about the message, the information presented, or the author's perspective.KY EL-4-IT-U-3 - authors make intentional choices that are designed to produce a desired effect on the reader.KY EL-4-IT-S - Skills and Concepts

KY EL-4-IT-S-1 - use comprehension strategies while reading, listening to, or viewing literary and informational texts



Skill 2 - V02 Making inferences for vocabularySkill 3 - V03 Making connections with prior knowledge

Skill Area 4 - Comprehension (C) Skill 3 - C03 Using context clues for comprehensionSkill 4 - C04 Making inferences for comprehensionSkill 5 - C05 Drawing conclusions for comprehensionSkill 6 - C06 Making connections with prior knowledge

KY EL-4-IT-S-2 - use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, logical/sequential) to aid comprehensionKY EL-4-IT-S-3 - use text references to explain author's purpose, author's message, supporting evidence or logical predictions

KY EL-4-IT-S-4 - record and organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, webbing)KY EL-4-IT-S-5 - demonstrate understanding of literary elements and literary passages/texts:


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KY EL-4-IT-S-5.a - demonstrate understanding of literary elements and literary passages/texts: explain a character's actions and interpret possible motives based on a passage

KY EL-4-IT-S-5.b - demonstrate understanding of literary elements and literary passages/texts: identify problems and explain how conflicts are resolvedKY EL-4-IT-S-5.c - demonstrate understanding of literary elements and literary passages/texts: recognize author's craft as appropriate to genre (e.g., figurative language, exaggeration)KY EL-4-IT-S-6 - demonstrate understanding of informational passages/texts:KY EL-4-IT-S-6.a - demonstrate understanding of informational passages/texts: distinguish between informative or persuasive passages

KY EL-4-IT-S-6.b - demonstrate understanding of informational passages/texts: identify commonly used persuasive techniques (e.g., emotional appeal, testimonial, bandwagon, expert opinion)KY EL-4-IT-S-6.c - demonstrate understanding of informational passages/texts: use evidence/references from the text to state central/main idea and details that support themKY EL-4-IT-S-6.d - demonstrate understanding of informational passages/texts: distinguish between facts and opinions found in texts

KY EL-4-IT-S-6.e - demonstrate understanding of informational passages/texts: identify information in a passage that is supported by facts


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KY EL-4-IT-S-6.f - demonstrate understanding of informational passages/texts: explain the purposes of text features in different types of informational texts

KY EL-4-RRT - Reflecting and Responding to Text (Reading)KY EL-4-RRT-U - Enduring Knowledge - UnderstandingsKY EL-4-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-4-RRT-U-2 - references from texts provide evidence of applying ideas and making text-to-self, text-to-texts, and texts-to-real world connections.KY EL-4-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-4-RRT-S - Skills and ConceptsKY EL-4-RRT-S-1 - use comprehension strategies while reading, listening to, or viewing literary and informational texts to make connections





KY EL-4-RRT-S-2 - self-select texts based on personal interests


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KY EL-4-RRT-S-3 - generate a personal response to what is read, listened to or viewed:KY EL-4-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-4-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-texts, or texts-to-worldKY EL-4-RRT-S-4 - read a range of texts by the same author, about the same subject, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text-to-world)KY EL-4-RRT-S-5 - demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and focused discussions about texts

KY EL-4-DCS - Demonstrating a Critical Stance (Reading)KY EL-4-DCS-U - Enduring Knowledge - UnderstandingsKY EL-4-DCS-U-1 - reading is a process that includes applying a variety of strategies to comprehend, interpret and evaluate texts, showing evidence of responsible interpretations of texts and examining texts critically.KY EL-4-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-4-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-4-DCS-U-4 - all citizens need to critically consider messages provided through a variety of media in order to make informed decisions.

KY EL-4-DCS-S - Skills and ConceptsKY EL-4-DCS-S-1 - explain how text features organize information for clarity or for usefulnessKY EL-4-DCS-S-2 - identify the organizational pattern used (e.g., sentence lengths and structures, paragraphs in prose, verses in poems, sequence, description) and describe how understanding the structure helps to understand the text

KY EL-4-DCS-S-3 - evaluate what is read, based on the author's word choice, sentence variety, content or use of literary elementsKY EL-4-DCS-S-4 - form and support judgments/opinions about central ideasKY EL-4-DCS-S-5 - connect information within and across textsKY EL-4-DCS-S-6 - evaluate the accuracy of information presented in textsKY EL-4-DCS-S-7 - evaluate connections among evidences and inferencesKY EL-4-DCS-S-8 - evaluate the quality of evidence used to support or oppose an argumentKY EL-4-DCS-S-9 - analyze or evaluate the use of persuasive or propaganda techniquesKY EL-4-DCS-S-10 - recognize faulty reasoning and false premises in an argumentKY EL-4-WC - Writing ContentKY EL-4-WC-U - Enduring Knowledge - UnderstandingsKY EL-4-WC-U-1 - there are many reasons for students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.


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KY EL-4-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, articles, open response answers).

KY EL-4-WC-U-3 - to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.KY EL-4-WC-U-4 - writing can be used to make meaning of one's own experience, as well as of other information/ideas.KY EL-4-WC-S - Skills and Concepts

KY EL-4-WC-S-1 - write to learn by applying strategies effectively (e.g., learning logs, reflections)KY EL-4-WC-S-2 - write to demonstrate learning and understanding of content knowledge (e.g., journals, summaries)

KY EL-4-WC-S-3 - write for a variety of authentic purposes and audiences:

KY EL-4-WC-S-3.a - write for a variety of authentic purposes and audiences: communicate about personal experiences and relationshipsKY EL-4-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-4-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, persuading)KY EL-4-WC-S-3.d - write for a variety of authentic purposes and audiences: analyze and communicate reflectively about literacy goals


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KY EL-4-WC-S-3.e - write for a variety of authentic purposes and audiences: analyze and address needs of intended audienceKY EL-4-WC-S-3.f - write for a variety of authentic purposes and audiences: adjust the writing style (formal, informal) for intended audienceKY EL-4-WC-S-4 - communicate purpose, focus and controlling ideas authentic to the writerKY EL-4-WC-S-5 - develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writingKY EL-4-WC-S-6 - select and incorporate ideas or information (e.g., from research or reading), explaining reflections or related connections (e.g., identifying relationships or one's own experiences, offering support for conclusions, organizing prior knowledge about a topic)

KY EL-4-WC-S-7 - communicate understanding of ideas or events from different viewpointsKY EL-4-WC-S-8 - provide sufficient details for clear understanding

KY EL-4-WC-S-9 - use and sustain suitable voice or toneKY EL-4-WS - Writing StructureKY EL-4-WS-U - Enduring Knowledge - UnderstandingsKY EL-4-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-4-WS-U-2 - different types of structures are appropriate for different purposes, audiences and different forms of writing. Paragraphs and whole texts must be unified and coherent.


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KY EL-P-WS-U-3 - structural elements such as context, meaningful order of ideas, transitional elements and conclusion all help make meaning clear for the reader.

KY EL-4-WS-S - Skills and Concepts

KY EL-4-WS-S-1 - use complete and correct sentences of various structures and lengths (e.g., simple, compound, complex) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audience

KY EL-4-WS-S-2 - develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, question/answer, cause/effect, compare/contrast, chronology)KY EL-4-WS-S-3 - establish a context for the reader and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas in meaningful order; and conclude effectivelyKY EL-4-WS-S-4 - create unified and coherent paragraphs; apply paragraph structures (block and indented) consistentlyKY EL-4-WS-S-5 - use a variety of transitional words/phrases (e.g., time, order of sequence) and/or transitional elements (e.g., white space)

KY EL-4-WS-S-6 - apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience

KY EL-4-WS-S-7 - incorporate text features (e.g., numbering, bullets, white space, pictures, labels, diagrams, charts, shape in poetry) to enhance clarity and meaningKY EL-4-WV - Writing ConventionsKY EL-4-WV-U - Enduring Knowledge - Understandings


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KY EL-4-WV-U-1 - writers need to choose their language with care, depending on the content, purpose and audience.KY EL-4-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-4-WV-U-3 - standard grammar and usage are important in making meaning clear to the reader; non-standard grammar may be used for intended effect.KY EL-4-WV-U-4 - writers need to use correct spelling, punctuation and capitalization.KY EL-4-WV-U-5 - writers need to document sources/give credit for the ideas of others.KY EL-4-WV-S - Skills and Concepts

KY EL-4-WV-S-1 - choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, strong nouns and verbs, concrete and sensory details, figurative language - simple metaphors)KY EL-4-WV-S-2 - use specialized content vocabulary and words used for specific contexts, as neededKY EL-4-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., among/between; accept/except)

KY EL-4-WV-S-4 - use resources (e.g., dictionary, glossary) and apply knowledge of spelling rules to correct spelling in final draftsKY EL-4-WV-S-5 - use resources (e.g., word processing programs, handbooks) to adhere to standard guidelines for grammar, usage and mechanics


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KY EL-4-WV-S-6 - document ideas used from outside sources (e.g., citing authors or titles within the text; listing sources) when paraphrasing or summarizingKY EL-4-WP - Writing ProcessKY EL-4-WP-U - Enduring Knowledge - UnderstandingsKY EL-4-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.KY EL-4-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-4-WP-U-3 - writers work through the process at different rates. Often, the process is enhanced by conferencing with others.

KY EL-4-WP-S - Skills and Concepts

KY EL-4-WP-S-1 - focus: establish and maintain a controlling idea on a selected topicKY EL-4-WP-S-2 - prewrite:KY EL-4-WP-S-2.a - prewrite: determine the most appropriate form to meet needs of purpose and audienceKY EL-4-WP-S-2.b - prewrite: generate ideas to support and develop controlling idea (e.g., journaling, webbing, freewriting, researching print and non-print sources, note-taking, interviewing, observation, surveying, imagining and creating novel ideas)KY EL-4-WP-S-2.c - prewrite: organize and present ideas by taking notes, quoting, paraphrasing, summarizingKY EL-4-WP-S-3 - draft:


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KY EL-4-WP-S-3.a - draft: determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams) in addition to written text

KY EL-4-WP-S-3.b - draft: logically introduce and incorporate quotesKY EL-4-WP-S-4 - revise:KY EL-4-WP-S-4.a - revise: reflect on own writingKY EL-4-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-4-WP-S-4.c - revise: confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisionsKY EL-4-WP-S-4.d - revise: identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most specific words availableKY EL-4-WP-S-5 - edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sourcesKY EL-4-WP-S-6 - publish to produce products for intended audience:KY EL-4-WP-S-6.a - publish to produce products for intended audience: present written material using basic software programs and graphics when developmentally appropriate (e.g., charts, tables)KY EL-4-WP-S-6.b - publish to produce products for intended audience: present final work in a neat, legible form


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KY EL-4-WP-S-7 - reflect and evaluate personal progress and skills in writingKY EL-4-SLO - Speaking, Listening, and ObservingKY EL-4-SLO-U - Enduring Knowledge - UnderstandingsKY EL-4-SLO-U-1 - communication, both formal and informal, integrates listening, observing/viewing, reading, writing and speaking with confidence. Different levels of discourse are appropriate for different contexts, occasions, purposes and audiences.

KY EL-4-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-4-SLO-U-3 - language usage is related to successful communication; language patterns and vocabulary transmit culture and affect meaning.KY EL-5-SLO-U-4 - observation involves interpreting and constructing meaning. By viewing context, students infer, construct meaning, draw conclusions and form opinions about the world around them.

KY EL-4-SLO-S - Skills and ConceptsKY EL-4-SLO-S-1 - In formal speaking situations, students will create oral presentations thatKY EL-4-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 occasion


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KY EL-4-SLO-S-1.b - In formal speaking situations, students will create oral presentations that support judgment with sound evidence and appropriate detailsKY EL-4-SLO-S-1.c - In formal speaking situations, students will create oral presentations that maintain a consistent focusKY EL-4-SLO-S-1.d - In formal speaking situations, students will create oral presentations that exhibit a logical structure appropriate to audience, context and purpose

KY EL-4-SLO-S-1.e - In formal speaking situations, students will create oral presentations that organize ideas in a coherent, meaningful way including an introduction and a conclusionKY EL-4-SLO-S-1.f - In formal speaking situations, students will create oral presentations that choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details)

KY EL-4-SLO-S-2 - In formal speaking situations, students will apply delivery techniquesKY EL-4-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-4-SLO-S-2.b - In formal speaking situations, students will apply delivery techniques avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)KY EL-4-SLO-S-2.c - In formal speaking situations, students will apply delivery techniques use language appropriate to audience; use specialized content vocabulary as needed


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KY EL-4-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, familiar idioms, similes)KY EL-4-SLO-S-3 - In formal speaking situations, students will use visual aids, media and tools of technology to support oral communicationKY EL-4-SLO-S-4 - In formal speaking situations, students will document ideas from outside sources (e.g., citing authors, titles, websites)

KY EL-4-SLO-S-5 - In informal speaking situations, students will give spoken instructions to perform specific tasksKY EL-4-SLO-S-6 - In informal speaking situations, students will ask and respond to questions as a way to enrich class discussionsKY EL-4-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-4-SLO-S-8 - In informal speaking situations, students will use different voice level, phrasing, and intonation for different situations (e.g., small and large group settings, discussions)KY EL-4-SLO-S-9 - When listening, students will follow spoken instructions to perform specific tasks

KY EL-4-SLO-S-10 - When listening, students will identify specific information (e.g., main idea, supporting details)


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KY EL-4-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-4-SLO-S-12 - When listening, students will follow the organization of a presentation and recognize the speaker's use of transitions

KY EL-4-SLO-S-13 - When listening, students will interpret and evaluate the effectiveness of verbal and nonverbal delivery techniques, including visual cuesKY EL-4-SLO-S-14 - When listening, students will build on the ideas of others and contribute relevant information or ideasKY EL-4-SLO-S-15 - When listening, students will use self-evaluations and feedback from teachers and peers to improve presentations

KY EL-4-SLO-S-16 - When observing, students will use a variety of criteria (e.g., accuracy, effectiveness, relevance of facts) to evaluate mediaKY EL-4-SLO-S-17 - When observing, students will evaluate the role of media in focusing attention and in forming opinionKY EL-4-SLO-S-18 - When observing, students will interpret a variety of techniques used in advertisingKY EL-4-SLO-S-19 - When observing, students will identify visual and auditory cues (e.g., slow motion, music to create mood, sound effects) to enhance the message or understand context


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Agency Tag Set NameKentucky, ELA, 2006, Grade 5, Program of Studies, State Department of EducationStandard Skill Area Description Skill DescriptionKY EL-5-FF - Forming a Foundation (Reading)KY EL-5-FF-U - Enduring Knowledge - UnderstandingsKY EL-5-FF-U-1 - knowing how to apply phonetic principles, context clues, structural analysis, and spelling patterns can help determine unfamiliar words while reading.

KY EL-5-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-5-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-5-FF-S-1 - read grade-appropriate texts with automaticity; read multi-syllabic words using knowledge of sounds, word structure, syllable types, and word patterns; and explain the purpose of capitalization, punctuation, and text features (e.g., boldface type, italics, indentations) to make meaning of a variety of texts






KY EL-5-FF-S-2 - apply context and self-correction strategies while reading





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KY EL-5-FF-S-3 - read grade-appropriate material --orally and silently --with accuracy and fluency




KY EL-5-FF-S-4 - use a variety of reading strategies to understand vocabulary and texts:KY EL-5-FF-S-4.a - use a variety of reading strategies to understand vocabulary and texts: formulate questions to guide reading (before, during and after reading)KY EL-5-FF-S-4.b - use a variety of reading strategies to understand vocabulary and texts: apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages






Skill Area 4 - Comprehension (C) Skill 2 - C02 Understanding authentic textSkill 3 - C03 Using context clues for comprehension

KY EL-5-FF-S-4.c - use a variety of reading strategies to understand vocabulary and texts: apply knowledge of synonyms, antonyms, homonyms/homophones, compound words, or differences in meaning to assist comprehension





KY EL-5-FF-S-4.d - use a variety of reading strategies to understand vocabulary and texts: identify syllables and parts of words (e.g., prefixes, suffixes, base words) and apply the meanings to comprehend unfamiliar words


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KY EL-5-FF-S-4.e - use a variety of reading strategies to understand vocabulary and texts: describe words in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)KY EL-5-FF-S-4.f - use a variety of reading strategies to understand vocabulary and texts: scan to find specific key information (e.g., dates, places); skim to get the general meaning of a passageKY EL-5-FF-S-5 - use resources (e.g., dictionaries, glossaries, thesauruses) to identify multiple meanings of words, content-specific meanings of words, and precise use of vocabularyKY EL-5-DIU - Developing an Initial Understanding (Reading)KY EL-5-DIU-U - Enduring Knowledge - UnderstandingsKY EL-5-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-5-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-5-DIU-U-3 - the use of comprehension strategies enhances understanding of text.KY EL-5-DIU-U-4 - different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different text genres (including print and non-print) facilitate the reader's ability to make meaning of the text.



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KY EL-5-DIU-S-1 - use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts




Skill Area 4 - Comprehension (C) Skill 4 - C04 Making inferences for comprehensionSkill 6 - C06 Making connections with prior knowledge

KY EL-5-DIU-S-2 - use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, classification, logical/sequential) to aid in comprehension

KY EL-5-DIU-S-3 - describe explicitly stated cause and effect relationships

KY EL-5-DIU-S-4 - distinguish between fiction and non-fiction texts

KY EL-5-DIU-S-5 - identify meanings of unfamiliar words and specialized vocabulary (words/terms needed to understand content)

KY EL-5-DIU-S-6 - paraphrase and summarize (e.g., to show relationships, relative importance of information), or sequence major events or steps in a process if appropriateKY EL-5-DIU-S-7 - make text-based inferences; make and check predictions




KY EL-5-DIU-S-8 - demonstrate understanding of literary elements and literary passages/texts:KY EL-5-DIU-S-8.a - demonstrate understanding of literary elements and literary passages/texts: describe characters and character traits, major events/plot, setting or problem/solution


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KY EL-5-DIU-S-8.b - demonstrate understanding of literary elements and literary passages/texts: make and check predictionsKY EL-5-DIU-S-8.c - demonstrate understanding of literary elements and literary passages/texts: identify characteristics of different types of literary texts (e.g., stories, poems, plays, folktales, historical fiction, realistic fiction, mysteries)KY EL-5-DIU-S-9 - demonstrate understanding of informational passages/texts:KY EL-5-DIU-S-9.a - demonstrate understanding of informational passages/texts: locate key ideas, information, facts or detailsKY EL-5-DIU-S-9.b - demonstrate understanding of informational passages/texts: use information to state and support central/main idea

KY EL-5-DIU-S-9.c - demonstrate understanding of informational passages/texts: identify text features (e.g., table of contents, bold and italicized print, headings, index, transitional words/phrases) of different types of informational texts (e.g., directions, invitations, children's magazines, dictionaries, encyclopedias, content trade books)

KY EL-5-DIU-S-9.d - demonstrate understanding of informational passages/texts: read and use functional messages encountered in daily lifeKY EL-5-DIU-S-9.e - demonstrate understanding of informational passages/texts: use information from text to accomplish a specific task or answer questions



KY EL-5-DIU-S-9.f - demonstrate understanding of informational passages/texts: use text features and visual information to understand texts

KY EL-5-IT - Interpreting Text (Reading)


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KY EL-5-IT-U - Enduring Knowledge - UnderstandingsKY EL-5-IT-U-1 - interpretations of text involve linking information across parts of a text and determining importance of the information presented.KY EL-5-IT-U-2 - references from texts provide evidence to support conclusions drawn about the message, the information presented, or the author's perspective.

KY EL-5-IT-U-3 - authors make intentional choices that are designed to produce a desired effect on the reader.KY EL-5-IT-S - Skills and Concepts






KY EL-5-IT-S-2 - use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, logical/sequential) to aid comprehensionKY EL-5-IT-S-3 - use text references to identify and explain author's purpose, author's message (implied or stated), or arguments and supporting evidence

KY EL-5-IT-S-4 - record and organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizers, outlining)


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KY EL-5-IT-S-5 - demonstrate understanding of literary elements and literary passages/texts:KY EL-5-IT-S-5.a - demonstrate understanding of literary elements and literary passages/texts: explain a character's actions and interpret possible motives based on a passage

KY EL-5-IT-S-5.b - demonstrate understanding of literary elements and literary passages/texts: identify problems and explain how conflicts are resolvedKY EL-5-IT-S-5.c - demonstrate understanding of literary elements and literary passages/texts: identify use of author's craft as appropriate to genre (e.g., rhyme, alliteration, sensory images, simile, description, dialogue)KY EL-5-IT-S-6 - demonstrate understanding of informational passages/texts:KY EL-5-IT-S-6.a - demonstrate understanding of informational passages/texts: distinguish between informative or persuasive passages

KY EL-5-IT-S-6.b - demonstrate understanding of informational passages/texts: identify use of persuasive techniques (e.g., emotional appeal, testimonial, bandwagon, expert opinion)KY EL-5-IT-S-6.c - demonstrate understanding of informational passages/texts: use evidence/references from the text to state central/main idea and details that support themKY EL-5-IT-S-6.d - demonstrate understanding of informational passages/texts: distinguish between facts and opinions found in texts

KY EL-5-IT-S-6.e - demonstrate understanding of informational passages/texts: identify information in a passage that is supported by facts


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KY EL-5-IT-S-6.f - demonstrate understanding of informational passages/texts: explain the purposes of text features in different types of informational texts


KY EL-5-RRT-U-2 - references from texts provide evidence of applying ideas and making text-to-self, text-to-texts, and texts-to-real world connections.KY EL-5-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-5-RRT-S - Skills and ConceptsKY EL-5-RRT-S-1 - use comprehension strategies while reading, listening to, or viewing literary and informational texts to make connections





KY EL-5-RRT-S-2 - self-select texts based on with personal interests


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KY EL-5-RRT-S-3 - generate a personal response to what is read, listened to or viewed:KY EL-5-RRT-S-3.a - generate a personal response to what is read, listened to or viewed: relate texts to prior knowledge, personal experiences, other texts, or ideasKY EL-5-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-texts, or text-to-worldKY EL-5-RRT-S-4 - read a wide range of texts, including texts by the same author, about the same subject, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text-to-world)KY EL-5-RRT-S-5 - demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and focused discussions about texts

KY EL-5-DCS - Demonstrating a Critical Stance (Reading)KY EL-5-DCS-U - Enduring Knowledge - UnderstandingsKY EL-5-DCS-U-1 - reading is a process that includes: applying a variety of strategies to comprehend, interpret and evaluate texts; showing evidence of responsible interpretations of texts and examining texts critically.KY EL-5-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.



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KY EL-5-DCS-U-4 - all citizens need to critically consider messages provided through a variety of media in order to make informed decisions.

KY EL-5-DCS-S - Skills and ConceptsKY EL-5-DCS-S-1 - explain how text features organize information for clarity or for usefulnessKY EL-5-DCS-S-2 - evaluate what is read based on the author's word choice, sentence variety, content or use of literary elementsKY EL-5-DCS-S-3 - form and support judgments/opinions about central ideasKY EL-5-DCS-S-4 - identify the organizational pattern used (e.g., sentence lengths and structures, paragraphs in prose, verses in poems, transitional devices, transitional cues) and describe how understanding the structure helps to understand the textKY EL-5-DCS-S-5 - make connections and synthesize information within and across textsKY EL-5-DCS-S-6 - evaluate the accuracy of information presented in textsKY EL-5-DCS-S-7 - evaluate connections among evidences and inferencesKY EL-5-DCS-S-8 - evaluate the quality of evidence used to support or oppose an argumentKY EL-5-DCS-S-9 - analyze or evaluate the use of persuasive or propaganda techniquesKY EL-5-DCS-S-10 - recognize faulty reasoning and false premises in an argumentKY EL-5-WC - Writing ContentKY EL-5-WC-U - Enduring Knowledge - UnderstandingsKY EL-5-WC-U-1 - there are many reasons for students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.


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KY EL-5-WC-U-2 - different forms of writing are appropriate for different purposes and audiences across content areas and have different features (e.g. journals, on-demand responses, narratives, articles).

KY EL-5-WC-U-3 - to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.KY EL-5-WC-U-4 - writing can be used to make meaning of one's own experience, as well as of other information/ideas.KY EL-5-WC-S - Skills and Concepts

KY EL-5-WC-S-1 - write to learn by applying strategies effectively (e.g., learning logs, grammar notebooks)KY EL-5-WC-S-2 - write to demonstrate learning and understanding of content knowledge (e.g., on-demand responses, open-responses, expository reports)


KY EL-5-WC-S-3.a - write for a variety of authentic purposes and audiences: communicate about the significance of personal experiences and relationshipsKY EL-5-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-5-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, persuading, analyzing)KY EL-5-WC-S-3.d - write for a variety of authentic purposes and audiences: analyze and communicate reflectively about literacy goals


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KY EL-5-WC-S-3.e - write for a variety of authentic purposes and audiences: analyze and address needs of intended audienceKY EL-5-WC-S-3.f - write for a variety of authentic purposes and audiences: adjust the writing style (formal, informal) for intended audienceKY EL-5-WC-S-4 - communicate purpose, focus, and controlling idea authentic to the writerKY EL-5-WC-S-5 - develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writingKY EL-5-WC-S-6 - select and incorporate ideas or information (e.g., from research or reading), explaining reflections or related connections (e.g., identifying relationships and own experiences, offering support for conclusions, organizing prior knowledge about a topic)

KY EL-5-WC-S-7 - communicate understanding of ideas or events from different viewpointsKY EL-5-WC-S-8 - provide sufficient details for clear understanding


KY EL-5-WS-U-2 - different types of structures are appropriate for different purposes, audiences and different forms of writing. Paragraphs and whole texts must be unified and coherent.


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KY EL-5-WS-U-3 - structural elements such as context, meaningful order of ideas, transitional elements and conclusion all help make meaning clear for the reader.



KY EL-5-WS-S-2 - develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, question/answer, cause/effect, compare/contrast, chronology)KY EL-5-WS-S-3 - establish a context for the reader and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas in meaningful order; and conclude effectivelyKY EL-5-WS-S-4 - create unified and coherent paragraphs; apply paragraph structures (block and indented) consistently and appropriatelyKY EL-5-WS-S-5 - use a variety of transitions (e.g., time, order of sequence) and/or transitional elements (e.g., white space, ellipses) effectivelyKY EL-5-WS-S-6 - apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audience

KY EL-5-WS-S-7 - incorporate text features (e.g., numbering, bullets, subheadings, white space, pictures, labels, diagrams, charts, embedded visuals, shape in poetry) to enhance clarity and meaning

KY EL-5-WV - Writing Conventions


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KY EL-5-WV-U - Enduring Knowledge - UnderstandingsKY EL-5-WV-U-1 - writers need to choose their language with care, depending on the content, purpose and audience.KY EL-5-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-5-WV-U-3 - standard grammar and usage are important in making meaning clear to the reader; non-standard grammar may be used for intended effect.KY EL-5-WV-U-4 - writers need to use correct spelling, punctuation and capitalization.KY EL-5-WV-U-5 - writers need to document sources/give credit for the ideas of others.KY EL-5-WV-S - Skills and Concepts

KY EL-5-WV-S-1 - choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning strong nouns and verbs, concrete and sensory details, figurative language - simple metaphors, personification)

KY EL-5-WV-S-2 - use specialized content vocabulary and words used for specific contexts, as neededKY EL-5-WV-S-3 - apply correct grammar skills (e.g., complete sentences, various sentence structures, subject and verb agreement, pronoun antecedent agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., can/may, choose/chose)

KY EL-5-WV-S-4 - apply non-standard language for intended effect appropriate to purpose


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KY EL-5-WV-S-5 - use resources (e.g., dictionary, glossary, word processing programs) and apply knowledge of spelling rules to correct spelling in final draftsKY EL-5-WV-S-6 - use resources (e.g., word processing programs, handbooks) to adhere to standard guidelines for grammar, usage and mechanicsKY EL-5-WV-S-7 - document ideas used from outside sources (e.g., citing authors or titles within the text; listing sources) when paraphrasing, summarizing, quoting or using graphicsKY EL-5-WP - Writing ProcessKY EL-5-WP-U - Enduring Knowledge - UnderstandingsKY EL-5-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.KY EL-5-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-5-WP-U-3 - writers work through the process at different rates. Often, the process is enhanced by conferencing with others.


KY EL-5-WP-S-1 - focus: establish and maintain a controlling idea on a selected topicKY EL-5-WP-S-2 - prewrite:KY EL-5-WP-S-2.a - prewrite: determine the most appropriate form to meet needs of purpose and audience


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KY EL-5-WP-S-2.b - prewrite: generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print and non-print sources, note-taking, interviewing, observation, surveying, imagining and creating novel ideas)KY EL-5-WP-S-2.c - prewrite: organize and present ideas by taking notes, quoting, paraphrasing, summarizingKY EL-5-WP-S-3 - draft:KY EL-5-WP-S-3.a - draft: determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images) in addition to written communication

KY EL-5-WP-S-3.b - draft: logically introduce and incorporate quotesKY EL-5-WP-S-4 - revise:KY EL-5-WP-S-4.a - revise: reflect on own writingKY EL-5-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-5-WP-S-4.c - revise: confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisionsKY EL-5-WP-S-4.d - revise: identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose most specific words

KY EL-5-WP-S-5 - edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sources


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KY EL-5-WP-S-6 - publish to produce products for intended audience:KY EL-5-WP-S-6.a - publish to produce products for intended audience: present written material using basic software programs and graphics when developmentally appropriate (e.g., charts, tables)KY EL-5-WP-S-6.b - publish to produce products for intended audience: present final work in a neat, legible formKY EL-5-WP-S-7 - reflect and evaluate personal progress and skills in writingKY EL-5-SLO - Speaking, Listening and ObservingKY EL-5-SLO-U - Enduring Knowledge - UnderstandingsKY EL-5-SLO-U-1 - communication, both formal and informal, is an interpretative 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-5-SLO-U-3 - language usage is related to successful communication; language patterns and vocabulary transmit culture and affect meaning.KY EL-5-SLO-U-4 - observation involves interpreting and constructing meaning. By viewing context, students infer, construct meaning, draw conclusions and form opinions about the world around them.


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KY EL-5-SLO-S - Skills and ConceptsKY EL-5-SLO-S-1 - In formal speaking situations, students will create oral presentations thatKY EL-5-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-5-SLO-S-1.b - In formal speaking situations, students will create oral presentations that support judgment with sound evidence and appropriate detailsKY EL-5-SLO-S-1.c - In formal speaking situations, students will create oral presentations that maintain a consistent focusKY EL-5-SLO-S-1.d - In formal speaking situations, students will create oral presentations that exhibit a logical structure appropriate to audience, context and purpose

KY EL-5-SLO-S-1.e - In formal speaking situations, students will create oral presentations that organize ideas in a coherent, meaningful way including an introduction and a conclusionKY EL-5-SLO-S-1.f - In formal speaking situations, students will create oral presentations that choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, figurative language)KY EL-5-SLO-S-2 - In formal speaking situations, students will apply delivery techniquesKY EL-5-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)


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KY EL-5-SLO-S-2.b - In formal speaking situations, students will apply delivery techniques avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)KY EL-5-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-5-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, familiar idioms, similes)KY EL-5-SLO-S-3 - In formal speaking situations, students will use visual aids, media and tools of technology to support oral communicationKY EL-5-SLO-S-4 - In formal speaking situations, students will document ideas from outside sources (e.g., citing authors, titles, websites)

KY EL-5-SLO-S-5 - In informal speaking situations, students will give spoken instructions to perform specific tasksKY EL-5-SLO-S-6 - In informal speaking situations, students will ask and respond to questions as a way to enrich class discussionsKY EL-5-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-5-SLO-S-8 - In informal speaking situations, students will use different voice level, phrasing and intonation for different situations (e.g., small and large group settings, discussions)KY EL-5-SLO-S-9 - When listening, students will follow spoken instructions to perform specific tasks


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KY EL-5-SLO-S-10 - When listening, students will identify specific information (e.g., main idea, supporting details)KY EL-5-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-5-SLO-S-13 - When listening, students will interpret and evaluate the effectiveness of verbal and nonverbal delivery techniques, including visual cuesKY EL-5-SLO-S-14 - When listening, students will build on the ideas of others and contribute relevant information or ideasKY EL-5-SLO-S-15 - When listening, students will use self-evaluations and evaluations from teachers and peers to improve presentations

KY EL-5-SLO-S-16 - When observing, students will use a variety of criteria (e.g., accuracy, effectiveness, relevance of facts) to evaluate mediaKY EL-5-SLO-S-17 - When observing, students will evaluate the role of media in focusing attention and in forming opinionKY EL-5-SLO-S-18 - When observing, students will interpret a variety of techniques used in advertisingKY EL-5-SLO-S-19 - When observing, students will identify visual and auditory cues (e.g., slow motion, music to create mood, sound effects) to enhance the message or understand context


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Agency Tag Set NameKentucky, ELA, 2006, Grade 6, Program of Studies, State Department of EducationStandard Skill Area Description Skill DescriptionKY EL-6-FF - Forming a Foundation (Reading)KY EL-6-FF-U - Enduring Knowledge - UnderstandingsKY EL-6-FF-U-1 - knowing how to apply phonetic principles, context clues, and orthographic patterns (including structural analysis, analogizing, and spelling patterns) can help determine unfamiliar words while reading.KY EL-6-FF-U-2 - fluency involves reading orally and silently with speed, accuracy, and proper phrasing and expression, while attending to text features.KY EL-6-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-6-FF-U-4 - many words have multiple meanings. Knowledge of syntax/language structure, semantics/meaning, and context cues, and the use of resources can help in identifying the intended meaning of words and phrases as they are used in text.KY EL-6-FF-S - Skills and Concepts

KY EL-6-FF-S-1 - apply context and self-correction strategies while readingKY EL-6-FF-S-2 - make predictions while readingKY EL-6-FF-S-3 - read grade-appropriate material -- orally and silently -- with automaticity (accuracy and fluency, phrasing, expression, and attention to text features




KY EL-6-FF-S-4 - use a variety of reading strategies to understand vocabulary and texts:



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KY EL-S-FF-S-3.a - use a variety of reading strategies to understand vocabulary and texts: formulate questions to guide reading (before, during and after reading)KY EL-S-FF-S-3.b - use a variety of reading strategies to understand vocabulary and texts: apply word recognition strategies to determine pronunciations or meanings of words in passages







KY EL-S-FF-S-3.c - use a variety of reading strategies to understand vocabulary and texts: apply knowledge of synonyms, antonyms, homonyms/homophones, differences in meaning, or simple analogies to assist comprehension





KY EL-S-FF-S-3.d - use a variety of reading strategies to understand vocabulary and texts: interpret and explain literal and non-literal meanings of words or phrases, based on context






KY EL-S-FF-S-3.e - use a variety of reading strategies to understand vocabulary and texts: identify syllables and parts of words (e.g., prefixes, suffixes, base words, common roots) and apply their meanings to comprehend unfamiliar words


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KY EL-S-FF-S-3.f - use a variety of reading strategies to understand vocabulary and texts: describe words in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)KY EL-S-FF-S-3.g - use a variety of reading strategies to understand vocabulary and texts: scan to find specific key information (e.g., dates, places); skim to get the general meaning of a passageKY EL-6-FF-S-5 - use resources (e.g., dictionaries, glossaries, thesauruses) to identify multiple meanings of words, content-specific meanings of words, and precise use of vocabularyKY EL-6-DIU - Developing an Initial Understanding (Reading)KY EL-6-DIU-U - Enduring Knowledge - UnderstandingsKY EL-6-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-6-DIU-U-3 - the use of comprehension strategies enhances understanding of text.KY EL-6-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.



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KY EL-6-DIU-S-1 - use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts





KY EL-6-DIU-S-2 - use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, classification, logical/sequential), to aid in comprehension

KY EL-S-DIU-S-3 - distinguish between fiction and non-fiction texts

KY EL-S-DIU-S-4 - explain the meaning of concrete or abstract terms, based on the context (e.g., "loaded" words, connotation, denotation)KY EL-6-DIU-S-5 - paraphrase and summarize information from texts of various lengths; make text-based inferences; draw conclusions based on what is read


Skill 5 - C05 Drawing conclusions for comprehension

KY EL-6-DIU-S-6 - demonstrate understanding of literary elements and literary passages/texts:KY EL-6-DIU-S-6.a - demonstrate understanding of literary elements and literary passages/texts: identify characteristics of different types of literary texts (e.g., stories, poems, plays, folktales, historical fiction, realistic fiction, mysteries, science fiction, myths, legends)KY EL-6-DIU-S-6.b - demonstrate understanding of literary elements and literary passages/texts: identify and explain the main idea of a passage


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KY EL-6-DIU-S-7 - demonstrate understanding of informational passages/texts:KY EL-6-DIU-S-7.a - demonstrate understanding of informational passages/texts: locate key ideas, information, facts or detailsKY EL-6-DIU-S-7.b - demonstrate understanding of informational passages/texts: use information from text to state and support central/main ideaKY EL-6-DIU-S-7.c - demonstrate understanding of informational passages/texts: use information from texts to accomplish a specific task or answer questions



KY EL-6-DIU-S-7.d - demonstrate understanding of informational passages/texts: use text features and visual information (e.g., maps, charts, graphs, timelines, visual organizers) to understand textsKY EL-6-IT - Interpreting Text (Reading)KY EL-6-IT-U - Enduring Knowledge - UnderstandingsKY EL-6-IT-U-1 - interpretations of text involve linking information across parts of a text, determining importance of the information presented.KY EL-6-IT-U-2 - references from texts provide evidence to support conclusions, the information presented, or the author's perspective.KY EL-6-IT-U-3 - authors make intentional choices that are designed to produce a desired effect on the reader.KY EL-6-IT-S - Skills and Concepts






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KY EL-6-IT-S-2 - use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, logical/sequential) to aid comprehensionKY EL-6-IT-S-3 - use text references to explain author's purpose, author's message or theme and supporting evidenceKY EL-6-IT-S-4 - record and organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizer, outlining, note taking)KY EL-6-IT-S-5 - demonstrate understanding of literary elements and literary passages/texts:KY EL-6-IT-S-5.a - demonstrate understanding of literary elements and literary passages/texts: analyze how external conflicts are resolved

KY EL-6-IT-S-5.b - demonstrate understanding of literary elements and literary passages/texts: identify use of author's craft as appropriate to genre (e.g., rhyme, alliteration, sensory images, simile, description, dialogue)KY EL-6-IT-S-5.c - demonstrate understanding of literary elements and literary passages/texts: explain the relationship between events in a story and a character's behavior

KY EL-6-IT-S-5.d - demonstrate understanding of literary elements and literary passages/texts: identify details that support the main idea or explain their importance in a passage


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KY EL-6-IT-S-6 - demonstrate understanding of informational passages/textsKY EL-6-IT-S-6.a - demonstrate understanding of informational passages/texts distinguish between informative and persuasive passages

KY EL-6-IT-S-6.b - demonstrate understanding of informational passages/texts identify use of persuasive techniques (e.g., emotional/logical appeal, repetition) or propaganda techniques (e.g., testimonial, bandwagon)

KY EL-6-IT-S-6.c - demonstrate understanding of informational passages/texts use evidence/references from the text to state central/main idea and details that support them; explain the importance of details in a passage

KY EL-6-IT-S-6.d - demonstrate understanding of informational passages/texts distinguish between facts and opinions found in texts

KY EL-6-IT-S-6.e - demonstrate understanding of informational passages/texts explain the purposes of text features in different types of informational texts

KY DL-6-RRT - Reflecting and Responding to Text (Reading)KY DL-6-RRT-U - Enduring Knowledge - UnderstandingsKY EL-6-RRT-U-1 - making connections involves thinking beyond the text and applying the text to a variety of situations. Connections can be expressed as comparisons, analogies, inferences, or the synthesis of ideas.

KY EL-6-RRT-U-2 - references from texts provide evidence of applying ideas, making text-to-self, text-to-text, and text-to-world connections.


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KY EL-6-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 DL-6-RRT-S - Skills and ConceptsKY EL-6-RRT-S-1 - use comprehension strategies while reading, listening to, or viewing literary and informational texts to make connections





KY EL-6-RRT-S-2 - self select texts based on personal interestsKY EL-6-RRT-S-3 - use evidence from text(s) to generate a personal response to what is read or viewed:KY EL-6-RRT-S-3.a - use evidence from text(s) to generate a personal response to what is read or viewed: relate texts to prior knowledge, personal experiences, other texts or ideasKY EL-6-RRT-S-3.b - use evidence from text(s) to generate a personal response to what is read or viewed: provide text references/evidence to support connections (text-to-self, text-to-text, text-to-world)KY EL-6-RRT-S-4 - read a wide range of texts, including texts by the same author, about the same subject or theme, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text-to- world)


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KY EL-6-RRT-S-5 - demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and in-depth discussions about texts

KY DL-6-DCS - Demonstrating a Critical Stance (Reading)KY DL-6-DCS-U - Enduring Knowledge - UnderstandingsKY EL-6-DCS-U-1 - reading is a process that includes applying a variety of strategies to comprehend, interpret and evaluate texts; showing evidence of responsible warranted interpretations of texts; and examining texts critically.

KY EL-6-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-6-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.KY EL-6-DCS-U-4 - all citizens need to critically consider messages provided through a variety of media in order to make informed decisions.

KY EL-6-DCS-U-5 - judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills.KY DL-6-DCS-S - Skills and ConceptsKY EL-6-DCS-S-1 - analyze how text features organize information for clarity or for usefulness


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KY EL-6-DCS-S-2 - identify the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential) and explain how it helps in understanding the passage (e.g., organizing key ideas) and meeting the author's purpose

KY EL-6-DCS-S-3 - evaluate what is read based on the author's purpose, message, word choice, sentence variety, content, or use of literary elementsKY EL-6-DCS-S-4 - form and support judgments/opinions about central ideasKY EL-6-DCS-S-5 - interpret the interactions among literary elements

KY EL-6-DCS-S-6 - explain the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)

KY EL-6-DCS-S-7 - make connections and synthesize information within and across texts (e.g., comparing themes, ideas, concept development)KY EL-6-DCS-S-8 - evaluate the accuracy of information presented in textsKY EL-6-DCS-S-9 - evaluate arguments, interpret, and analyze information from multiple sources by synthesizing arguments or claims to discover the relationship between the partsKY EL-6-DCS-S-10 - evaluate connections among evidences and inferencesKY EL-6-DCS-S-11 - evaluate the quality of evidence used to support or oppose an argumentKY EL-6-DCS-S-12 - evaluate the use of persuasive or propaganda techniques


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KY EL-6-DCS-S-13 - recognize faulty reasoning and false premises in an argumentKY DL-6-WC - Writing ContentKY DL-6-WC-U - Enduring Knowledge - UnderstandingsKY EL-6-WC-U-1 - there are many reasons for all students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.

KY EL-6-WC-U-2 - different forms of writing are appropriate for different purposes and audiences across the content areas and have different features (e.g., personal narrative, informational reports/articles, poetry, response to text).

KY EL-6-WC-U-3 - to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.KY EL-6-WC-U-4 - writing can be used to make meaning of one's own experience, as well as of other information/ideas.KY DL-6-WC-S - Skills and Concepts

KY EL-6-WC-S-1 - write to learn by applying strategies effectively (e.g., learning logs, response journals)KY EL-6-WC-S-2 - write to demonstrate learning and understanding of content knowledge (e.g., journals, test answers, on-demand, research reports)


KY EL-6-WC-S-3.a - write for a variety of authentic purposes and audiences: communicate about the significance of personal experiences and relationships


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KY EL-6-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-6-WC-S-3.e - write for a variety of authentic purposes and audiences: analyze and address needs of intended audienceKY EL-6-WC-S-3.f - write for a variety of authentic purposes and audiences: adjust the writing style (formal, informal) for intended audienceKY EL-6-WC-S-4 - communicate purpose, focus, and controlling ideas authentic to the writerKY EL-6-WC-S-5 - develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writingKY EL-6-WC-S-6 - select and incorporate ideas or information (e.g., from research, reading, discussion, other content areas), explaining reflections or related connections (e.g., identifying relationships, drawing conclusions, offering support for conclusions, organizing prior knowledge about a topic)

KY EL-6-WC-S-7 - communicate understanding of a complex idea or event from multiple perspectivesKY EL-6-WC-S-8 - provide sufficient details and appropriate depth of elaboration for clear understanding

KY EL-6-WC-S-9 - use and sustain suitable voice or tone


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KY DL-6-WS - Writing StructureKY DL-6-WS-U - Enduring Knowledge - UnderstandingsKY EL-6-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-6-WS-U-2 - different types of structures are appropriate for different purposes, audiences and different forms of writing. Paragraphs and whole texts must be unified and coherent.KY EL-6-WS-U-3 - structural elements such as context, meaningful order of ideas, transitional elements and conclusion all help make meaning clear for the reader.

KY DL-6-WS-S - Skills and Concepts


KY EL-6-WS-S-2 - develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, question/answer, cause/effect, compare/contrast, chronology)KY EL-6-WS-S-3 - establish a context for the reader and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas in meaningful order; and conclude effectivelyKY EL-6-WS-S-4 - create unified and coherent paragraphs; apply paragraph structures (block and indented) consistently and appropriately


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KY EL-6-WS-S-5 - use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent


KY EL-6-WS-S-7 - incorporate text features (e.g., bullets, subheadings, table of contents, white space, pictures, labels, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning

KY DL-6-WV - Writing ConventionsKY DL-6-WV-U - Enduring Knowledge - UnderstandingsKY EL-6-WV-U-1 - writers need to choose their language with care, depending on the content, purpose and audience.KY EL-6-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-6-WV-U-3 - standard grammar and usage are important in making meaning clear to the reader; non-standard or unconventional grammar may be used for intended effect.KY EL-6-WV-U-4 - writers need to use correct spelling, punctuation and capitalization.KY EL-6-WV-U-5 - writers need to document sources/give credit for the ideas of others.KY DL-6-WV-S - Skills and Concepts


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KY EL-6-WV-S-1 - choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, strong nouns and verbs, concrete and sensory details, figurative language - metaphors, similes, alliteration, personification)KY EL-6-WV-S-2 - use specialized content vocabulary and words used for specific contexts, as neededKY EL-6-WV-S-3 - apply correct grammar skills (e.g., complete sentences, various sentence structures, subject and verb agreement, pronoun antecedent agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., affect/effect, a lot)KY EL-6-WV-S-4 - apply non-standard or unconventional language for intended effect appropriate to purposeKY EL-6-WV-S-5 - use resources (e.g., dictionary, glossary, word processing programs) and apply knowledge of spelling rules to correct spelling in final draftsKY EL-6-WV-S-6 - use resources (e.g., word processing programs, thesaurus) to adhere to standard guidelines for grammar, usage and mechanicsKY EL-6-WV-S-7 - document ideas used from outside sources (e.g., citing authors or titles within the text; listing print and non-print sources) when paraphrasing, summarizing, quoting or using graphics

KY DL-6-WP - Writing ProcessKY DL-6-WP-U - Enduring Knowledge - Understandings


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KY EL-6-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.KY EL-6-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-6-WP-U-3 - writers work through the process at different rates. Often, the process is enhanced by conferencing with others.

KY DL-6-WP-S - Skills and Concepts

KY EL-6-WP-S-1 - focus: establish and maintain a controlling idea on a selected topicKY EL-6-WP-S-2 - prewrite:KY EL-6-WP-S-2.a - prewrite: determine the most appropriate form to meet needs of purpose and audienceKY EL-6-WP-S-2.b - prewrite: generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print/non-print/electronic sources, note-taking, interviewing, observation, viewing, surveying, imagining and creating novel ideas)

KY EL-6-WP-S-2.c - prewrite: organize and present ideas by taking notes, quoting, paraphrasing, summarizingKY EL-6-WP-S-3 - draft:KY EL-6-WP-S-3.a - draft: determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communicationKY EL-6-WP-S-3.b - draft: logically introduce and incorporate quotesKY EL-6-WP-S-4 - revise:


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KY EL-6-WP-S-4.a - revise: reflect on own writingKY EL-6-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-6-WP-S-4.c - revise: confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisionsKY EL-6-WP-S-4.d - revise: identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most precise words availableKY EL-6-WP-S-5 - edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sourcesKY EL-6-WP-S-6 - publish to produce products for intended audience:KY EL-6-WP-S-6.a - publish to produce products for intended audience: present written material using digital presentation and graphics (e.g. charts and tables)KY EL-6-WP-S-6.b - publish to produce products for intended audience: present final work in a neat, legible formKY EL-6-WP-S-7 - reflect and evaluate personal progress and skills in writingKY DL-6-SLO - Speaking, Listening and ObservingKY DL-6-SLO-U - Enduring Knowledge - Understandings


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KY EL-6-SLO-U-1 - communication, both formal and informal is an interpretive process that integrates listening, observing/viewing, reading, writing and speaking with confidence. Different levels of discourse are appropriate for different contexts, occasions, purposes and audiences.


KY EL-6-SLO-U-3 - language usage is related to successful communication; language patterns and vocabulary transmit culture and affect meaning.KY EL-6-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 DL-6-SLO-S - Skills and ConceptsKY EL-6-SLO-S-1 - In formal speaking situations, students will create oral presentations thatKY EL-6-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-6-SLO-S-1.b - In formal speaking situations, students will create oral presentations that support ideas with sound evidence and appropriate detailsKY EL-6-SLO-S-1.c - In formal speaking situations, students will create oral presentations that maintain a consistent focus


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KY EL-6-SLO-S-1.d - In formal speaking situations, students will create oral presentations that organize ideas in a coherent, meaningful way including an introduction, body, transitions, and a conclusion that are appropriate to audience, context and purposeKY EL-6-SLO-S-1.e - In formal speaking situations, students will create oral presentations that choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, and figurative language)KY EL-6-SLO-S-2 - In formal speaking situations, students will apply delivery techniquesKY EL-6-SLO-S-2.a - In formal speaking situations, students will apply delivery techniques both verbal (e.g., tone, volume, rate, articulation, inflection, pacing) and nonverbal (e.g., posture, gestures, facial expressions, eye contact)KY EL-6-SLO-S-2.b - In formal speaking situations, students will apply delivery techniques avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)KY EL-6-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-6-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, common figures of speech)KY EL-6-SLO-S-3 - In formal speaking situations, students will use visual aids, media and tools of technology to support oral communication


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KY EL-6-SLO-S-4 - In formal speaking situations, students will document ideas from outside sources (e.g., citing authors, titles, websites)

KY EL-6-SLO-S-5 - In informal speaking situations, students will give spoken instructions to perform specific tasksKY EL-6-SLO-S-6 - In informal speaking situations, students will ask and respond to questions as a way to enrich class discussionsKY EL-6-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-6-SLO-S-8 - In informal speaking situations, students will use different voice level, phrasing and intonation for different situations (e.g. small and large group settings, discussions)KY EL-6-SLO-S-9 - When listening, students will follow spoken instructions to perform specific tasks

KY EL-6-SLO-S-10 - When listening, students will identify the controlling idea of a speech and key ideas that support itKY EL-6-SLO-S-11 - When listening, students will respond critically (describe the style of a speech, including the speaker's choice of language to evoke a response, evaluate conclusions, credibility of information presented)KY EL-6-SLO-S-12 - When listening, students will respond to information in a variety of ways by summarizing, taking useful notes, organizing, analyzing, or recording that which is meaningful and usefulKY EL-6-SLO-S-13 - When listening, students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)


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KY EL-6-SLO-S-18 - When observing, students will use a variety of criteria (e.g., clarity, accuracy, effectiveness, relevance of facts) to evaluate mediaKY EL-6-SLO-S-19 - When observing, students will evaluate the role of media in focusing attention and in forming opinionKY EL-6-SLO-S-20 - When observing, students will interpret use of a variety of techniques used in advertisingKY EL-6-SLO-S-21 - When observing, students will identify the effective use of visual and auditory cues (e.g., cutaway, close-up or long shot, voiceover, sound effects) to enhance the message or understand context


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Agency Tag Set NameKentucky, ELA, 2006, Grade 7, Program of Studies, State Department of EducationStandard Skill Area Description Skill DescriptionKY EL-7-FF - Forming a Foundation (Reading)KY EL-7-FF-U - Enduring Knowledge - UnderstandingsKY EL-7-FF-U-1 - knowing how to apply phonetic principles, context clues, and orthographic patterns (including structural analysis, analogizing, and spelling patterns) can help determine unfamiliar words while reading.KY EL-7-FF-U-2 - fluency involves reading orally and silently with speed, accuracy, proper phrasing and expression while attending to text features.KY EL-7-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-7-FF-S-1 - apply context and self-correction strategies while readingKY EL-7-FF-S-2 - make predictions while readingKY EL-7-FF-S-3 - read grade-appropriate material -- orally and silently -- with automaticity (accuracy and fluency phrasing, expression, and attention to text features - e.g., punctuation, italics, dialogue)







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KY EL-7-FF-S-4.a - use a variety of reading strategies to understand vocabulary and texts: formulate questions to guide reading (before, during and after reading)KY EL-7-FF-S-4.b - use a variety of reading strategies to understand vocabulary and texts: apply word recognition strategies to determine pronunciations or meanings of words in passages







KY EL-7-FF-S-4.c - use a variety of reading strategies to understand vocabulary and texts: apply knowledge of synonyms, antonyms, homonyms/homophones, shades of meaning, or analogies to assist comprehension





KY EL-7-FF-S-4.d - use a variety of reading strategies to understand vocabulary and texts: interpret the meaning of jargon, dialect or specialized vocabulary used in a passageKY EL-7-FF-S-4.e - use a variety of reading strategies to understand vocabulary and texts: interpret and explain literal and non-literal meanings of words or phrases, based on use in context







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KY EL-7-FF-S-4.f - use a variety of reading strategies to understand vocabulary and texts: identify syllables and parts of words (e.g., prefixes, suffixes, base words, common roots) and apply their meanings to comprehend unfamiliar wordsKY EL-7-FF-S-4.g - use a variety of reading strategies to understand vocabulary and texts: describe words in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)KY EL-7-FF-S-4.h - use a variety of reading strategies to understand vocabulary and texts: scan to find specific key information; skim to get the general meaning of a passage

KY EL-7-FF-S-5 - use print and electronic resources (e.g., print and electronic dictionaries, glossaries, thesauruses) to determine the definition, pronunciation, etymology, spelling, usage of words, multiple meanings of words, and content specific-meanings of words



KY EL-7-DIU-U-3 - the use of comprehension strategies enhances understanding of text.


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KY EL-7-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-7-DIU-S-1 - use comprehension strategies (e.g., using prior knowledge, predicting, generating, clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts





KY EL-7-DIU-S-2 - use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential) to aid in comprehension

KY EL-7-DIU-S-3 - explain the meaning of concrete or abstract terms, based on the context (e.g., "loaded" words, connotation, denotation)KY EL-7-DIU-S-4 - paraphrase and summarize information from texts of various lengthsKY EL-7-DIU-S-5 - make text-based inferences; draw conclusions based on what is read



Skill Area 4 - Comprehension (C) Skill 4 - C04 Making inferences for comprehensionSkill 5 - C05 Drawing conclusions for comprehension

KY EL-7-DIU-S-6 - demonstrate understanding of literary elements and literary passages/texts:


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KY EL-7-DIU-S-6.a - demonstrate understanding of literary elements and literary passages/texts: identify characteristics of different types of literary texts (e.g., short stories, poems, plays, historical fiction, realistic fiction, mysteries, science fiction, myths)KY EL-7-DIU-S-6.b - demonstrate understanding of literary elements and literary passages/texts: identify and explain the main idea of a passageKY EL-7-DIU-S-7 - demonstrate understanding of informational passages/texts:KY EL-7-DIU-S-7.a - demonstrate understanding of informational passages/texts: locate key ideas, information, facts or detailsKY EL-7-DIU-S-7.b - demonstrate understanding of informational passages/texts: use information from text to state and support central/main ideaKY EL-7-DIU-S-7.c - demonstrate understanding of informational passages/texts: use information from text to accomplish a specific task or to answer questions



KY EL-7-DIU-S-7.d - demonstrate understanding of informational passages/texts: use text features and visual information (e.g., maps, charts, graphs, timelines, visual organizers) to understand textsKY EL-7-IT - Interpreting Text (Reading)KY EL-7-IT-U - Enduring Knowledge - UnderstandingsKY EL-7-IT-U-1 - interpretations of text involve linking information across parts of a text, determining importance of the information presented.KY EL-7-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-7-IT-S-2 - use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential) to aid comprehension

KY EL-7-IT-S-3 - use text references to explain author's purpose, author's message or theme, and supporting evidenceKY EL-7-IT-S-4 - organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizers, outlining, note taking)KY EL-7-IT-S-5 - demonstrate understanding of literary elements and literary passages/texts:KY EL-7-IT-S-5.a - demonstrate understanding of literary elements and literary passages/texts: analyze how external conflicts or internal conflicts are resolvedKY EL-7-IT-S-5.b - demonstrate understanding of literary elements and literary passages/texts: explain author's craft as appropriate to genre


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KY EL-7-IT-S-5.c - demonstrate understanding of literary elements and literary passages/texts: analyze the relationship between events in a story and a character's behavior

KY EL-7-IT-S-5.d - demonstrate understanding of literary elements and literary passages/texts: identify details that support the main idea and explain their importance in a passage

KY EL-7-IT-S-6 - demonstrate understanding of informational passages/textsKY EL-7-IT-S-6.a - demonstrate understanding of informational passages/texts distinguish between informative or persuasive passages

KY EL-7-IT-S-6.b - demonstrate understanding of informational passages/texts identify use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, rhetorical question) and propaganda techniques (e.g., testimonial, bandwagon)KY EL-7-IT-S-6.c - demonstrate understanding of informational passages/texts use evidence/references from the text to state central/main idea and details that support them; explain the importance of details in a passage

KY EL-7-IT-S-6.d - demonstrate understanding of informational passages/texts understand cause-effect inferencesKY EL-7-IT-S-6.e - demonstrate understanding of informational passages/texts distinguish between facts and opinions found in texts

KY EL-7-IT-S-6.f - demonstrate understanding of informational passages/texts explain the purposes of text features in different types of informational texts


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KY EL-7-RRT - Reflecting and Responding to Text (Reading)KY EL-7-RRT-U - Enduring Knowledge - UnderstandingsKY EL-7-RRT-U-1 - making reader-text connections involves thinking beyond the text and applying the text to a variety of situations. Connections may be expressed as comparisons, analogies, inferences, or the synthesis of ideas.

KY EL-7-RRT-U-2 - references from texts provide evidence of applying ideas, making text-to-self, text-to-text, and text-to-world connections.

KY EL-7-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-7-RRT-S - Skills and ConceptsKY EL-7-RRT-S-1 - use comprehension strategies while reading, listening to, or viewing literary and informational texts to make connections





KY EL-7-RRT-S-2 - self-select texts based on personal interests


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KY EL-7-RRT-S-3 - use evidence from text(s) to formulate and justify opinions about what is read or viewed: relate texts to prior knowledge, personal experiences, other texts or ideas provide text references/evidence to support connections (e.g., text-to-self, text-to-text, or text-to-world)KY EL-7-RRT-S-4 - read a wide range of texts, including texts by the same author, about the same subject or theme, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text-to-world)KY EL-7-RRT-S-5 - demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and in-depth discussions about texts

KY EL-7-DCS - Demonstrating a Critical Stance (Reading)KY EL-7-DCS-U - Enduring Knowledge - UnderstandingsKY EL-7-DCS-U-1 - reading is a process that includes applying a wide variety of strategies to comprehend, interpret, and evaluate texts; showing evidence of responsible and warranted interpretations of text; and examining texts critically.


KY EL-7-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.KY EL-7-DCS-U-4 - all citizens need to analyze a wide variety of media messages related to matters of public policy and personal interest.


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KY EL-7-DCS-U-5 - judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills.KY EL-7-DCS-S - Skills and ConceptsKY EL-7-DCS-S-1 - analyze how effectively text features organize information for clarity or for usefulnessKY EL-7-DCS-S-2 - apply knowledge of the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution) and explain how it helps in understanding the passage and meeting the author's purpose

KY EL-7-DCS-S-3 - evaluate what is read, based on the author's word choice, sentence variety, content, tone and style, or use of literary elementsKY EL-7-DCS-S-4 - form and support judgments/opinions about central ideasKY EL-7-DCS-S-5 - interpret the interactions among literary elements within and across a variety of texts

KY EL-7-DCS-S-6 - explain the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)

KY EL-7-DCS-S-7 - make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events)KY EL-7-DCS-S-8 - evaluate the accuracy of information presented in texts


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KY EL-7-DCS-S-9 - evaluate arguments, interpret, and analyze information from multiple sources by synthesizing arguments or claims to discover the relationship between the partsKY EL-7-DCS-S-10 - evaluate connections among evidences and inferencesKY EL-7-DCS-S-11 - evaluate the quality of evidence used to support or oppose an argumentKY EL-7-DCS-S-12 - evaluate the use of persuasive or propaganda techniquesKY EL-7-DCS-S-13 - recognize faulty reasoning and false premises in an argumentKY EL-7-WC - Writing ContentKY EL-7-WC-U - Enduring Knowledge - UnderstandingsKY EL-7-WC-U-1 - there are many reasons for all students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.

KY EL-7-WC-U-2 - different forms of writing are appropriate for different purposes and audiences across the content areas and have different features (e.g. editorials, self-reflective essays, summaries, responses to text).KY EL-7-WC-U-3 - to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.KY EL-7-WC-U-4 - writing can be used to make meaning of one's own experience, as well as of other information/ideas.KY EL-7-WC-S - Skills and Concepts

KY EL-7-WC-S-1 - write to learn by applying strategies effectively (e.g., learning logs, exit/admit slips)


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KY EL-7-WC-S-2 - write to demonstrate learning and understanding of content knowledge (e.g., class journals, explanations, lab reports, research paper)


KY EL-7-WC-S-3.a - write for a variety of authentic purposes and audiences: communicate about the significance of personal experiences and relationshipsKY EL-7-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-7-WC-S-3.e - write for a variety of authentic purposes and audiences: analyze and address needs of intended audienceKY EL-7-WC-S-3.f - write for a variety of authentic purposes and audiences: adjust the writing style (formal, informal, business) for intended audienceKY EL-7-WC-S-4 - communicate purpose, focus and controlling ideas authentic to the writerKY EL-7-WC-S-5 - develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writing


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KY EL-7-WC-S-6 - select and incorporate ideas or information (e.g., from research, reading, discussions, or other content areas), explaining reflections or related connections (e.g., identifying relationships, drawing conclusions, making predictions, offering support for conclusions, organizing prior knowledge about a topic)






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KY EL-7-WS-S-2 - develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, question/answer, cause/effect, compare/contrast, chronology)KY EL-7-WS-S-3 - apply structures of a variety of academic and work-related texts (e.g., essays, journals, narratives, business letter) for authentic purposesKY EL-7-WS-S-4 - establish a context for the reader and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas in meaningful order; and conclude the writing effectively

KY EL-7-WS-S-5 - create unified and coherent paragraphs; apply paragraph structures (block and indented) consistently and appropriatelyKY EL-6-WS-S-6 - use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent



KY EL-7-WV - Writing ConventionsKY EL-7-WV-U - Enduring Knowledge - Understandings


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KY EL-7-WV-U-1 - writers need to choose their language with care, depending on the content, purpose and audience.KY EL-7-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-7-WV-U-3 - standard grammar and usage are important in making meaning clear to the reader; nonstandard/unconventional grammar may be used for intended effect.

KY EL-7-WV-U-4 - writers need to use correct spelling, punctuation and capitalization.KY EL-7-WV-U-5 - writers need to document sources/give credit for the ideas of others.KY EL-7-WV-S - Skills and Concepts

KY EL-7-WV-S-1 - choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, strong nouns and verbs, concrete and sensory details, figurative language - metaphors, similes, alliteration, personification)KY EL-7-WV-S-2 - use specialized content vocabulary and words used for specific contexts, as neededKY EL-7-WV-S-3 - apply correct grammar skills (e.g., complete sentences, various sentence structures, subject and verb agreement, pronoun antecedent agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., affect/effect, who/whom)

KY EL-7-WV-S-4 - apply non-standard/unconventional language for intended effect appropriate to purpose


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KY EL-7-WV-S-5 - use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final draftsKY EL-7-WV-S-6 - use print and electronic resources (e.g., word processing, thesaurus) to adhere to standard guidelines for grammar, usage and mechanicsKY EL-7-WV-S-7 - document ideas used from outside sources (e.g., citing authors or titles within the text; citing print and non-print sources in a Works Cited or bibliography listing) when paraphrasing, summarizing, quoting or using graphics

KY EL-7-WP - Writing ProcessKY EL-7-WP-U - Enduring Knowledge - UnderstandingsKY EL-7-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.KY EL-7-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-7-WP-U-3 - writers work through the process at different rates. Often, the process is enhanced by conferencing with others.


KY EL-7-WP-S-1 - focus: establish and maintain a controlling idea on a selected topicKY EL-7-WP-S-2 - prewrite:KY EL-7-WP-S-2.a - prewrite: determine the most appropriate form to meet needs of purpose and audience


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KY EL-7-WP-S-2.b - prewrite: generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print/non-print/electronic sources, note-taking, interviewing, observation, viewing, surveying, imagining and creating novel ideas)

KY EL-7-WP-S-2.c - prewrite: organize and present ideas by taking notes, quoting, paraphrasing, summarizingKY EL-7-WP-S-3 - draft:KY EL-7-WP-S-3.a - draft: determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communicationKY EL-7-WP-S-3.b - draft: logically introduce and incorporate quotesKY EL-7-WP-S-4 - revise:KY EL-7-WP-S-4.a - revise: reflect on own writingKY EL-7-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-7-WP-S-4.c - revise: confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisionsKY EL-7-WP-S-4.d - revise: identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most precise words available


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KY EL-7-WP-S-5 - edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sourcesKY EL-7-WP-S-6 - publish to produce products for intended audience:KY EL-7-WP-S-6.a - publish to produce products for intended audience: present written material using digital presentations and graphics (e.g. charts and tables) when developmentally appropriateKY EL-7-WP-S-6.b - publish to produce products for intended audience: present final work in a neat, legible formKY EL-7-WP-S-7 - reflect and evaluate personal progress and skills in writingKY EL-7-SLO - Speaking, Listening and ObservingKY EL-7-SLO-U - Enduring Knowledge - UnderstandingsKY EL-7-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-7-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-7-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-7-SLO-S - Skills and ConceptsKY EL-7-SLO-S-1 - In formal speaking situations, students will create oral presentations thatKY EL-7-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-7-SLO-S-1.b - In formal speaking situations, students will create oral presentations that support ideas with sound evidence and appropriate detailsKY EL-7-SLO-S-1.c - In formal speaking situations, students will create oral presentations that maintain a consistent focusKY EL-7-SLO-S-1.d - In formal speaking situations, students will create oral presentations that organize ideas in a coherent, meaningful way including an introduction, body, transitions and a conclusion that are appropriate to audience, context and purposeKY EL-7-SLO-S-1.e - In formal speaking situations, students will create oral presentations that choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, and figurative language, use of rhetorical devices)KY EL-7-SLO-S-2 - In formal speaking situations, students will apply delivery techniques


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KY EL-7-SLO-S-2.a - In formal speaking situations, students will apply delivery techniques both verbal (e.g., tone, volume, rate, articulation, inflection, pacing) and nonverbal (e.g., posture, gestures, facial expressions, eye contact)KY EL-7-SLO-S-2.b - In formal speaking situations, students will apply delivery techniques avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)KY EL-7-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-7-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, common figures of speech)KY EL-7-SLO-S-3 - In formal speaking situations, students will use visual aids, media and tools of technology to support oral communicationKY EL-7-SLO-S-4 - In formal speaking situations, students will document ideas from outside sources (e.g., citing authors, titles, websites)

KY EL-7-SLO-S-5 - In informal speaking situations, students will give spoken instructions to perform specific tasksKY EL-7-SLO-S-6 - In informal speaking situations, students will ask and respond to questions as a way to enrich class discussionsKY EL-7-SLO-S-7 - In informal speaking situations, students will play a variety of roles in group discussions (e.g., discussion leader, facilitator, responder)


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KY EL-7-SLO-S-8 - In informal speaking situations, students will use different voice level, phrasing and intonation for different situations (e.g. small and large group settings, discussions)KY EL-7-SLO-S-9 - When listening, students will follow spoken instructions to perform specific tasks

KY EL-7-SLO-S-10 - When listening, students will identify the controlling idea of a speech and key ideas that support itKY EL-7-SLO-S-11 - When listening, students will respond critically (e.g., analyze the style of a speech, including the speaker's choice of language to evoke a response, evaluate conclusions, credibility of information presented)KY EL-7-SLO-S-12 - When listening, students will respond to information in a variety of ways by summarizing, taking useful notes, organizing, analyzing, or recording that which is meaningful and usefulKY EL-7-SLO-S-13 - When listening, students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)KY EL-7-SLO-S-14 - When listening, students will follow the organization of a presentation and recognize the speaker's use of transitions



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KY EL-7-SLO-S-18 - When observing, students will use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate media

KY EL-7-SLO-S-19 - When observing, students will evaluate the role of media in focusing attention and in forming opinionKY EL-7-SLO-S-20 - When observing, students will interpret use of a variety of techniques used in advertisingKY EL-7-SLO-S-21 - When observing, students will identify the effective use of visual and auditory cues (e.g., cutaway, close-up or long shot, voiceover, sound effects) to enhance the message or understand context


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Agency Tag Set NameKentucky, ELA, 2006, Grade 8, Program of Studies, State Department of EducationStandard Skill Area Description Skill DescriptionKY EL-8-FF - Forming a Foundation (Reading)KY EL-8-FF-U - Enduring Knowledge - UnderstandingsKY EL-8-FF-U-1 - knowing how to apply phonetic principles, context clues, and orthographic patterns (including structural analysis, analogizing and spelling patterns) can help determine unfamiliar words while reading.KY EL-8-FF-U-2 - fluency involves reading orally and silently with speed, accuracy, proper phrasing and expression while attending to text features.KY EL-8-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-8-FF-S-1 - apply context and self-correction strategies while readingKY EL-8-FF-S-2 - make predictions while readingKY EL-8-FF-S-3 - read grade-appropriate material -- orally and silently -- with automaticity (accuracy and fluency, phrasing, expression, and attention to text features)







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KY EL-8-FF-S-4.a - formulate questions to guide reading (before, during and after reading)KY EL-8-FF-S-4.b - apply word recognition strategies to determine pronunciations or meanings of words in passages







KY EL-8-FF-S-4.c - apply knowledge of synonyms, antonyms, homonyms/homophones, shades of meaning, or analogies to assist comprehension





KY EL-8-FF-S-4.d - interpret the meaning of jargon, dialect, or specialized vocabulary used in a passageKY EL-8-FF-S-4.e - interpret and explain literal and non-literal meanings of words or phrases, analogies, idioms and allusions, based on use in context






KY EL-8-FF-S-4.f - apply knowledge of synonyms, antonyms, word parts (e.g., roots, affixes, cognates)

KY EL-8-FF-S-4.g - explain and organize words in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)

KY EL-8-FF-S-4.h - scan to find specific key information; skim to get the general meaning of a passage


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KY EL-8-FF-S-5 - use print and electronic resources (general and specialized dictionaries, thesauruses, glossaries) to determine the definition, pronunciation, etymology, spelling, usage of words, multiple meanings of words, content-specific meanings of words, or meanings of derivational roots



KY EL-8-DIU-U-3 - the use of comprehension strategies enhances understanding of text.KY EL-8-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-8-DIU-S-1 - use comprehension strategies (e.g., using prior knowledge, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts





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KY EL-8-DIU-S-2 - use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential) to aid in comprehensionKY EL-8-DIU-S-3 - explain the meaning of concrete or abstract terms, based on the context (e.g., "loaded" words, connotation, denotation)KY EL-8-DIU-S-4 - paraphrase and summarize information from texts of various lengthsKY EL-8-DIU-S-5 - make text-based inferences; draw conclusions based on what is read




KY EL-8-DIU-S-6 - demonstrate understanding of literary elements and literary passages/texts:KY EL-8-DIU-S-6.a - identify and explain characteristics of different types of literary texts (e.g., myths, epics, poems, novels, dramas)KY EL-8-DIU-S-6.b - explain the main idea of a passageKY EL-8-DIU-S-7 - demonstrate understanding of informational passages/texts:KY EL-8-DIU-S-7.a - locate key ideas, information, facts or detailsKY EL-8-DIU-S-7.b - use information from text to state and support central/main ideaKY EL-8-DIU-S-7.c - use information from text to accomplish a specific task or answer questions



KY EL-8-DIU-S-7.d - use text features and visual information (e.g., maps, charts, graphs, time lines, visual organizers) to understand texts


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KY EL-8-IT - Interpreting Text (Reading)KY EL-8-IT-U - Enduring Knowledge - UnderstandingsKY EL-8-IT-U-1 - interpretations of text involve linking information across parts of a text, determining importance of the information presented.KY EL-8-IT-U-2 - references from texts provide evidence to support conclusions drawn about the message, the information presented, or the author's perspective.








KY EL-8-IT-S-3 - use text references to explain author's purpose, author's message or theme, and supporting evidence


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KY EL-8-IT-S-4 - organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizers, outlining, note taking)KY EL-8-IT-S-5 - demonstrate understanding of literary elements and literary passages/texts:KY EL-8-IT-S-5.a - analyze how external or internal conflicts are resolvedKY EL-8-IT-S-5.b - explain author's craft (e.g., stanzas, rhythm, foreshadowing, flashbacks, symbolism) as appropriate to genre

KY EL-8-IT-S-5.c - analyze the relationship between a speaker's or character's motivation and behavior in a passage, as revealed by the dilemmasKY EL-8-IT-S-5.d - analyze the use of details that support the main idea and explain their importance in a passageKY EL-8-IT-S-6 - demonstrate understanding of informational passages/textsKY EL-8-IT-S-6.a - identify and explain use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, rhetorical question, allusion) and propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack)

KY EL-8-IT-S-6.b - use evidence/references from the text to state central/main idea and details that support them; or analyze the importance of details used in a passageKY EL-8-IT-S-6.c - understand cause-effect inferencesKY EL-8-IT-S-6.d - identify an author's arguments and identify evidence from the passage to support the author's argumentKY EL-8-IT-S-6.e - distinguish between facts and opinions found in texts


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KY EL-8-IT-S-6.f - explain the purposes of text features in different types of informational texts


KY EL-8-RRT-U-2 - references from texts provide evidence of applying idea, making text-to-self, text-to-text, and text-to- world connections.

KY EL-8-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-8-RRT-S - Skills and ConceptsKY EL-8-RRT-S-1 - use comprehension strategies while reading, listening to, or viewing literary and informational texts to make connections





KY EL-8-RRT-S-2 - self-select texts based on personal interestsKY EL-8-RRT-S-3 - use evidence from text(s) to formulate and justify opinions about what is read or viewed:


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KY EL-8-RRT-S-3.a - relate texts to prior knowledge, personal experiences, other texts, or ideasKY EL-8-RRT-S-3.b - provide text references/evidence to support connections (text-to-self, text-to-text, text-to-world)KY EL-8-RRT-S-4 - read a wide range of texts, including texts by the same author, about the same subject or theme, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text-to-world)KY EL-8-RRT-S-5 - demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and in-depth discussions about texts

KY EL-8-DCS - Demonstrating a Critical Stance (Reading)KY EL-8-DCS-U - Enduring Knowledge - UnderstandingsKY EL-8-DCS-U-1 - reading is a process that includes applying a wide variety of strategies to comprehend, interpret, and evaluate texts; showing evidence of warranted and responsible interpretations of text; examining texts critically.


KY EL-8-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.KY EL-8-DCS-U-4 - all citizens need to analyze a wide variety of media messages in order to interpret matters of public policy and personal interest.


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KY EL-8-DCS-U-5 - judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills needed for postsecondary education, the workplace, and in exercising the rights of citizenship.KY EL-8-DCS-S - Skills and ConceptsKY EL-8-DCS-S-1 - analyze how effectively text features organize information for clarity or for usefulnessKY EL-8-DCS-S-2 - identify the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support) and explain how it helps in understanding the passage and meeting the author's purpose

KY EL-8-DCS-S-3 - evaluate what is read based on the author's purpose, message, word choice, sentence variety, content, tone, style or use of literary elementsKY EL-8-DCS-S-4 - form and support judgments/opinions about central ideasKY EL-8-DCS-S-5 - interpret the interactions among literary elements within and across a variety of texts

KY EL-8-DCS-S-6 - analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)

KY EL-8-DCS-S-7 - make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events)KY EL-8-DCS-S-8 - evaluate the accuracy of information presented in texts


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KY EL-8-DCS-S-9 - evaluate arguments, interpret and analyze information from multiple sources by synthesizing arguments or claims to discover the relationship between the partsKY EL-8-DCS-S-10 - identify claims and evidences and evaluate connections among evidences and inferencesKY EL-8-DCS-S-11 - evaluate the quality of evidence used to support or oppose an argumentKY EL-8-DCS-S-12 - evaluate the use of persuasive or propaganda techniquesKY EL-8-DCS-S-13 - recognize faulty reasoning and false premises in an argumentKY EL-8-WC - Writing ContentKY EL-8-WC-U - Enduring Knowledge - UnderstandingsKY EL-8-WC-U-1 - there are many reasons for all students to write including writing-to-learn, writing-to-demonstrate learning and writing for authentic purposes and audiences.

KY EL-8-WC-U-2 - different forms of writing are appropriate for different purposes and audiences across the content areas and have different features (e.g. speeches, on-demand responses, persuasive essays, plays).KY EL-8-WC-U-3 - to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.KY EL-8-WC-U-4 - writing can be used to make meaning of one's own experience, as well as of other information/ideas.KY EL-8-WC-S - Skills and Concepts

KY EL-8-WC-S-1 - write to learn by applying strategies effectively (e.g., learning logs, reflections)


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KY EL-8-WC-S-2 - write to demonstrate learning and understanding of content knowledge (e.g., journals, open responses, lab reports, research reports)


KY EL-8-WC-S-3.a - communicate about the significance of personal experiences and relationshipsKY EL-8-WC-S-3.b - communicate through authentic literary forms to make meaning about the human conditionKY EL-8-WC-S-3.c - communicate through authentic transactive purposes for writing (e.g. explaining, persuading, analyzing, evaluating)

KY EL-8-WC-S-3.d - analyze and communicate reflectively about literacy goalsKY EL-8-WC-S-3.e - analyze and address needs of intended audience

KY EL-8-WC-S-3.f - adjust the writing style (formal, informal, business) for intended audienceKY EL-8-WC-S-4 - communicate purpose, focus, and controlling ideas authentic to the writerKY EL-8-WC-S-5 - develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writingKY EL-8-WC-S-6 - select and incorporate ideas or information (e.g., from research, reading or other content areas), explaining reflections or related connections (e.g., identifying interrelationships, drawing conclusions, making predictions, offering support for conclusions, organizing prior knowledge about a topic)KY EL-8-WC-S-7 - communicate understanding of a complex idea or event from multiple perspectives


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KY EL-8-WC-S-8 - provide sufficient details and appropriate depth of elaboration for clear understanding





KY EL-8-WS-S-2 - develop analytical structures appropriate to purpose (e.g., sequence, description, cause/effect, compare/contrast, chronology, proposition/support)

KY EL-8-WS-S-3 - apply structures of a variety of academic and work-related texts (e.g., essays, journals, narratives, memos, proposals) for authentic purposes


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KY EL-8-WS-S-4 - establish a context for the reader and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas in meaningful order; and conclude the writing effectively

KY EL-8-WS-S-5 - create unified and coherent paragraphs; apply paragraph structures (block and indented) consistently and appropriatelyKY EL-8-WS-S-6 - use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent



KY EL-8-WV - Writing ConventionsKY EL-8-WV-U - Enduring Knowledge - UnderstandingsKY EL-8-WV-U-1 - writers need to choose their language with care, depending on the content, purpose and audience.KY EL-8-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-8-WV-U-3 - standard grammar and usage are important in making meaning clear to the reader; nonstandard/unconventional grammar may be used for intended effect.

KY EL-8-WV-U-4 - writers need to use correct spelling, punctuation and capitalization.


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KY EL-8-WV-U-5 - writers need to document sources/give credit for the ideas of others.KY EL-8-WV-S - Skills and Concepts

KY EL-8-WV-S-1 - choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, strong nouns and verbs, concrete and sensory details, figurative language - metaphors, similes, alliteration, personification)KY EL-8-WV-S-2 - use specialized content vocabulary and words used for specific contexts, as neededKY EL-8-WV-S-3 - apply correct grammar skills (e.g., complete sentences, various sentence structures, subject and verb agreement, pronoun antecedent agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., of/have, can/may)KY EL-8-WV-S-4 - apply non-standard/unconventional language for intended effect appropriate to purposeKY EL-8-WV-S-5 - use print and electronic resources (e.g., word processing, dictionary, handbooks) and apply knowledge of spelling rules to correct spelling in final drafts

KY EL-8-WV-S-6 - use print and electronic resources (e.g., word processing, thesaurus) to adhere to standard guidelines for grammar, usage and mechanicsKY EL-8-WV-S-7 - document ideas used from outside sources (e.g., citing authors or titles within the text, citing print and non-print sources in a Works Cited or bibliography listing) when paraphrasing, summarizing, quoting or using graphics

KY EL-8-WP - Writing Process


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KY EL-8-WP-U - Enduring Knowledge - UnderstandingsKY EL-8-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.KY EL-8-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-8-WP-U-3 - writers work through the process at different rates. Often, the process is enhanced by conferencing with others.


KY EL-8-WP-S-1 - focus: establish and maintain a controlling idea on a selected topicKY EL-8-WP-S-2 - prewrite:KY EL-8-WP-S-2.a - determine the most appropriate form to meet needs of purpose and audienceKY EL-8-WP-S-2.b - generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print/non-print/electronic sources, note-taking, interviewing, observation, viewing, surveying, imagining and creating novel ideas)KY EL-8-WP-S-2.c - organize and present ideas by taking notes, quoting, paraphrasing, summarizing

KY EL-8-WP-S-3 - draft:KY EL-8-WP-S-3.a - determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication

KY EL-8-WP-S-3.b - logically introduce and incorporate quotesKY EL-8-WP-S-4 - revise:


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KY EL-8-WP-S-4.a - reflect on own writingKY EL-8-WP-S-4.b - confer with peers and other writing conferencing partners to critically analyze one's own work and the work of others

KY EL-8-WP-S-4.c - confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisionsKY EL-8-WP-S-4.d - identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most precise words availableKY EL-8-WP-S-5 - edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sourcesKY EL-8-WP-S-6 - publish to produce products for intended audience:KY EL-8-WP-S-6.a - present written material using digital presentation and graphics (e.g. charts and tables)

KY EL-8-WP-S-6.b - present final work in a neat, legible formKY EL-8-WP-S-7 - reflect and evaluate personal progress and skills in writingKY EL-8-SLO - Speaking, Listening and ObservingKY EL-8-SLO-U - Enduring Knowledge - Understandings


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KY EL-8-SLO-U-1 - communication, both formal and informal is an interpretive process that integrates listening, observing/viewing, reading, writing and speaking with confidence. Different levels of discourse are appropriate for different contexts, occasions, purposes and audiences.



KY EL-8-SLO-S - Skills and ConceptsKY EL-8-SLO-S-1 - In formal speaking situations, students will create oral presentations thatKY EL-8-SLO-S-1.a - are appropriate for the purpose (e.g., to inform, persuade, entertain), audience, context and occasionKY EL-8-SLO-S-1.b - support judgment with sound evidence and appropriate detailsKY EL-8-SLO-S-1.c - maintain a consistent focusKY EL-8-SLO-S-1.d - organize ideas in a coherent, meaningful way including an introduction, body, transitions and a conclusion appropriate to audience, context and purpose


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KY EL-8-SLO-S-1.e - choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, and figurative language, use of rhetorical devices)KY EL-8-SLO-S-2 - In formal speaking situations, students will apply delivery techniquesKY EL-8-SLO-S-2.a - both verbal (e.g., tone, volume, rate, articulation, inflection, pacing) and nonverbal (e.g., posture, gestures, facial expressions, eye contact)KY EL-8-SLO-S-2.b - avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)KY EL-8-SLO-S-2.C - use language appropriate to audience; use specialized content vocabulary as neededKY EL-8-SLO-S-2.d - adhere to standard guidelines for grammar, usage, mechanics, or use non-standard language for effect when appropriate (e.g., word plays, common figures of speech)KY EL-8-SLO-S-3 - In formal speaking situations, students will use visual aids, media and tools of technology to support oral communicationKY EL-8-SLO-S-4 - In formal speaking situations, students will document ideas from outside sources (e.g., citing authors, titles, websites)

KY EL-8-SLO-S-5 - In informal speaking situations, students will give spoken instructions to perform specific tasksKY EL-8-SLO-S-6 - In informal speaking situations, students will ask and respond to questions as a way to enrich class discussionsKY EL-8-SLO-S-7 - In informal speaking situations, students will play a variety of roles in group discussions (e.g., discussion leader, facilitator, responder)


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KY EL-8-SLO-S-8 - When listening, students will follow spoken instructions to perform specific tasks

KY EL-8-SLO-S-9 - When listening, students will identify the controlling idea of a speech and key ideas that support itKY EL-8-SLO-S-10 - When listening, students will respond critically (e.g., analyze the style of a speech, including the speaker's choice of language to evoke a response, evaluate conclusions, credibility of information presented)KY EL-8-SLO-S-11 - When listening, students will respond to information in a variety of ways by: summarizing, taking useful notes, organizing, analyzing, or recording that which is meaningful and usefulKY EL-8-SLO-S-12 - When listening, students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)KY EL-8-SLO-S-13 - When listening, students will follow the organization of a presentation and recognize the speaker's use of transitions




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KY EL-8-SLO-S-18 - When observing, students will evaluate the role of media in focusing attention and in forming opinionKY EL-8-SLO-S-19 - When observing, students will interpret a variety of techniques used in advertisingKY EL-8-SLO-S-20 - When observing, students will identify and analyze the effectiveness of visual and auditory cues (e.g., cutaway, close-up or long shot, voiceover, sound effects) to enhance the message or understand context


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Agency Tag Set NameKentucky, ELA, 2006, Grades: 9-10, Program of Studies, State Department of EducationStandard Skill Area Description Skill DescriptionKY EL-9-FF - Forming a Foundation (Reading)KY EL-9-FF-U - Enduring Knowledge - UnderstandingsKY EL-9-FF-U-1 - fluency involves reading orally and silently with speed, accuracy, proper phrasing and expression while attending to text features.KY EL-9-FF-U-2 - developing breadth of vocabulary dramatically improves reading comprehension and involves applying knowledge of word meanings and word relationships. The larger the reader's vocabulary, the easier it is to make sense of text.


KY EL-9-FF-S-1 - apply context and self-correction strategies while readingKY EL-9-FF-S-2 - make predictions while readingKY EL-9-FF-S-3 - read grade-appropriate material orally-and silently-with automaticity (accuracy and fluency)




KY EL-9-FF-S-4 - use a variety of reading strategies to understand vocabulary and texts:KY EL-9-FF-S-4.a - use a variety of reading strategies to understand vocabulary and texts: formulate questions to guide reading (before, during and after reading)KY EL-9-FF-S-4.b - use a variety of reading strategies to understand vocabulary and texts: apply word recognition strategies to determine pronunciations




STAR Reading Grades 9 - 10

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Agency Tag Set NameKentucky, ELA, 2006, Grades: 9-10, Program of Studies, State Department of EducationStandard Skill Area Description Skill Description


KY EL-9-FF-S-4.c - use a variety of reading strategies to understand vocabulary and texts: apply knowledge of synonyms, antonyms, word parts (e.g., roots, affixes, cognates), and nuances of meaning to assist comprehension





KY EL-9-FF-S-4.d - use a variety of reading strategies to understand vocabulary and texts: interpret the meaning of jargon, dialect or specialized vocabulary in contextKY EL-9-FF-S-4.e - use a variety of reading strategies to understand vocabulary and texts: interpret and explain literal and non-literal meanings of words or phrases, analogies, idioms and literary allusions based on context






KY EL-9-FF-S-4.f - use a variety of reading strategies to understand vocabulary and texts: explain and organize words and ideas in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)

KY EL-9-FF-S-4.g - use a variety of reading strategies to understand vocabulary and texts: scan to find specific key information; skim to get the general meaning of a passage

KY EL-9-FF-S-5 - use print and electronic resources (general and specialized dictionaries, thesauruses and glossaries) to determine the definition, pronunciation, etymology, spelling, usage of words, multiple meanings of words, or content-specific meanings of words

KY EL-9-DIU - Developing an Initial Understanding (Reading)KY EL-9-DIU-U - Enduring Knowledge - Understandings


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KY EL-9-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-9-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, and foundational U.S. documents.



KY EL-9-DIU-S-1 - use comprehension strategies (e.g., using prior knowledge, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts





KY EL-9-DIU-S-2 - use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential) to aid in comprehension


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KY EL-9-DIU-S-3 - explain the meaning of concrete or abstract terms, based on the context (e.g., "loaded" words, connotation, denotation)KY EL-9-DIU-S-4 - paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critiqueKY EL-9-DIU-S-5 - make text-based inferences; state generalizations; draw conclusions based on what is read




KY EL-9-DIU-S-6 - demonstrate understanding of literary elements and literary passages/texts:KY EL-9-DIU-S-6.a - demonstrate understanding of literary elements and literary passages/texts: identify characteristics of different types of literary texts (e.g., short stories, poems, novels, adventure myths, dramas)KY EL-9-DIU-S-6.b - demonstrate understanding of literary elements and literary passages/texts: explain the main ideas of a passage and identify the key ideas or information that support themKY EL-9-DIU-S-7 - demonstrate understanding of informational passages/texts:KY EL-9-DIU-S-7.a - demonstrate understanding of informational passages/texts: locate key ideas, information, facts or detailsKY EL-9-DIU-S-7.b - demonstrate understanding of informational passages/texts: use information from text to state and support central/main ideaKY EL-9-DIU-S-7.c - demonstrate understanding of informational passages/texts: use information from texts to accomplish a specific task or answer questions




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KY EL-9-DIU-S-7.d - demonstrate understanding of informational passages/texts: use text features and visual information (e.g., maps, graphs, timelines, diagrams) to understand textsKY EL-9-IT - Interpreting Text (Reading)KY EL-9-IT-U - Enduring Knowledge - UnderstandingsKY EL-9-IT-U-1 - interpretations of text involve linking information across parts of a text and determining importance of the information presented.KY EL-9-IT-U-2 - references from texts provide evidence to support conclusions, the information presented, or the author's perspective.KY EL-9-IT-U-3 - authors make intentional choices that are designed to produce a desired effect on the reader.KY EL-9-IT-S - Skills and Concepts








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KY EL-9-IT-S-3 - use text references to explain author's purpose, author's message or theme, or supporting evidenceKY EL-9-IT-S-4 - organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizers, outlining)KY EL-9-IT-S-5 - demonstrate understanding of literary elements and literary passages/texts:KY EL-9-IT-S-5.a - demonstrate understanding of literary elements and literary passages/texts: analyze the use of supporting details as they relate to the author's message

KY EL-9-IT-S-5.b - demonstrate understanding of literary elements and literary passages/texts: analyze the relationship between a character's motivation and behavior, as revealed by the dilemmas

KY EL-9-IT-S-5.c - demonstrate understanding of literary elements and literary passages/texts: explain or analyze how external or internal conflicts are resolvedKY EL-9-IT-S-5.d - demonstrate understanding of literary elements and literary passages/texts: explain author's craft (e.g., rhyme scheme, description, symbolism, foreshadowing, flashbacks) as appropriate to genreKY EL-9-IT-S-6 - demonstrate understanding of informational passages/texts:KY EL-9-IT-S-6.a - demonstrate understanding of informational passages/texts: identify and explain use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, allusion) or propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack)


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KY EL-9-IT-S-6.b - demonstrate understanding of informational passages/texts: explain the purpose of text features in different types of informational texts (e.g., periodicals, newspapers, online texts, public documents/public discourse, essays, editorials, textbooks, technical manuals/reports, Internet websites, electronic media)

KY EL-9-IT-S-6.c - demonstrate understanding of informational passages/texts: use evidence from the text to state the central ideas and details that support them; analyze the importance and relevance of details used in a textKY EL-9-IT-S-6.d - demonstrate understanding of informational passages/texts: use text references to support conclusions about what is read; for example, an author's opinion about a subjectKY EL-9-IT-S-6.e - demonstrate understanding of informational passages/texts: understand cause-effect inferencesKY EL-9-IT-S-6.f - demonstrate understanding of informational passages/texts: explain the appropriateness of an argument for an intended audienceKY EL-9-IT-S-6.g - demonstrate understanding of informational passages/texts: accept or reject an argument based on evidenceKY EL-9-IT-S-6.h - demonstrate understanding of informational passages/texts: distinguish between facts and opinions found in texts

KY EL-9-RRT - Reflecting and Responding to Text (Reading)KY EL-9-RRT-U - Enduring Knowledge - Understandings


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KY EL-9-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-9-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-9-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-9-RRT-S - Skills and ConceptsKY EL-9-RRT-S-1 - use comprehension strategies while reading, listening to, or viewing literary and informational texts to analyze content or make connections





KY EL-9-RRT-S-2 - self-select texts based on personal interestsKY EL-9-RRT-S-3 - use evidence from text(s) to formulate and justify opinions about what is read or viewed:KY EL-9-RRT-S-3.a - use evidence from text(s) to formulate and justify opinions about what is read or viewed: relate texts to prior knowledge, personal experiences, other texts or ideas


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KY EL-9-RRT-S-3.b - use evidence from text(s) to formulate and justify opinions about what is read or viewed: provide text references/evidence to support connections (text-to-self, text-to-text, or text-to-world)KY EL-9-RRT-S-4 - read a wide range of texts, including texts by the same author, about the same subject or theme, from the same genre, and from different cultures and time periods, in order to respond and make connections (text-to-self, text-to-text, text-to-world)


KY EL-9-DCS - Demonstrating a Critical Stance (Reading)KY EL-9-DCS-U - Enduring Knowledge - UnderstandingsKY EL-9-DCS-U-1 - reading is a process that includes applying a variety of strategies to comprehend, interpret, and evaluate texts; showing evidence of responsible and warranted interpretations of text; and examining texts critically.




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KY EL-9-DCS-U-4 - all citizens need to analyze a wide variety of media messages (e.g., political, financial, social, environmental) in order to interpret matters of public policy and personal interest.KY EL-9-DCS-U-5 - judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills needed for postsecondary education, the workplace, and in exercising the rights of citizenship.KY EL-9-DCS-S - Skills and ConceptsKY EL-9-DCS-S-1 - analyze the effectiveness of text features in organizing information for clarity or for usefulnessKY EL-9-DCS-S-2 - identify organizational patterns and describe how understanding the structure helps to understand the text; analyze the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support, deductive/inductive) and explain how effective it is in understanding the passage and meeting the author's purpose

KY EL-9-DCS-S-3 - evaluate what is read, based on the author's purpose, message, word choice, sentence variety, content, tone, style or use of literary elementsKY EL-9-DCS-S-4 - form and support warranted judgments/opinions/conclusions about central ideasKY EL-9-DCS-S-5 - interpret the interactions between and among literary elements within and across a variety of texts


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KY EL-9-DCS-S-6 - analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)

KY EL-9-DCS-S-7 - make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)KY EL-9-DCS-S-8 - evaluate the accuracy of information presented in textsKY EL-9-DCS-S-9 - evaluate arguments, interpret and analyze information from multiple sources; for example, synthesize arguments or claims to discover the relationship between the parts, understand induction and deduction, determine unstated assumptions

KY EL-9-DCS-S-10 - identify claims and evidences and evaluate connections among evidences and inferencesKY EL-9-DCS-S-11 - evaluate the range and quality of evidence used to support or oppose an argumentKY EL-9-DCS-S-12 - recognize common logical fallacies (e.g., personal attacks, non-sequitor, faulty cause-effect) and false premises in an argumentKY EL-9-WC - Writing ContentKY EL-9-WC-U - Enduring Knowledge - UnderstandingsKY EL-9-WC-U-1 - there are many reasons for all high school students to write including writing-to-learn, writing-to-demonstrate learning, and writing for authentic purposes and audiences.


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KY EL-9-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, on-demand responses, editorials, literary critiques).KY EL-9-WC-U-3 - to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.KY EL-9-WC-U-4 - writing can be used to make meaning of one's own experience, as well as of other information/ideas.KY EL-9-WC-S - Skills and Concepts

KY EL-9-WC-S-1 - write to learn by applying strategies effectively (e.g., personal journals, writer's notebooks)

KY EL-9-WC-S-2 - write to demonstrate learning and understanding of content knowledge (e.g., reading responses, open responses, reflective letters, research reports)KY EL-9-WC-S-3 - write for a variety of authentic purposes and audiences:

KY EL-9-WC-S-3.a - write for a variety of authentic purposes and audiences: analyze and communicate the significance of a relationship, one's own experiences and/or the experiences of others

KY EL-9-WC-S-3.b - write for a variety of authentic purposes and audiences: analyze and communicate through authentic literary forms to make meaning of the human condition (e.g., short stories, poetry, plays/scripts)KY EL-9-WC-S-3.c - write for a variety of authentic purposes and audiences: analyze and communicate through authentic transactive purposes for writing (e.g. explaining, persuading, analyzing)


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KY EL-9-WC-S-3.d - write for a variety of authentic purposes and audiences: analyze and communicate reflectively about literacy goals

KY EL-9-WC-S-3.e - write for a variety of authentic purposes and audiences: analyze and address needs of intended audience (e.g., anticipating potential misunderstandings, providing sufficient details for clarity and revising to delete unnecessary details)KY EL-9-WC-S-3.f - write for a variety of authentic purposes and audiences: adjust the writing style (formal, informal, business, technical) for intended audienceKY EL-9-WC-S-4 - develop and communicate purpose, focus and controlling ideas authentic to the writerKY EL-9-WC-S-5 - develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writingKY EL-9-WC-S-6 - select and incorporate ideas and information (e.g., from research/inquiry and reading) and explain reflections or connections (e.g., making inferences, predicting conclusions, evaluating contradictions, offering support for conclusions, organizing prior knowledge about a topic)KY EL-9-WC-S-7 - communicate understanding of a complex idea or event from multiple perspectivesKY EL-9-WC-S-8 - provide sufficient details and appropriate depth of elaboration for clear understanding

KY EL-9-WC-S-9 - use and sustain suitable voice or toneKY EL-9-WS - Writing StructureKY EL-9-WS-U - Enduring Knowledge - Understandings


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KY EL-10-WS-U-1 - sentences must be complete and clear. A variety in sentence structure helps to engage the reader and make meaning more clear. Sometimes unconventional structure is appropriate for an intended effect upon the reader.

KY EL-10-WS-U-2 - different types of structures are appropriate for different purposes, audiences and forms of writing. Texts must be unified and coherent.KY EL-10-WS-U-3 - structural elements such as context, meaningful order of ideas, transitional elements and conclusions all help make meaning clear for the reader.


KY EL-10-WS-S-1 - use complete and correct sentences of various structures and lengths (e.g., simple, compound, complex, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audienceKY EL-10-WS-S-2 - develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, cause/effect, compare/contrast, chronology, proposition/support)KY EL-10-WS-S-3 - apply structures of a variety of academic and work-related texts (e.g., essay, narrative, poetry, memoir, article, job application, memo, proposal) for authentic and justifiable purposes

KY EL-10-WS-S-4 - establish a context, thesis and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas with intent; and conclude the writing effectively


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KY EL-10-WS-S-5 - create unified and coherent divisions of text (e.g., paragraphs, stanzas, sections under subheadings, chapters); apply paragraph structures (block and indented) appropriatelyKY EL-10-WS-S-6 - use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intent


KY EL-10-WS-S-8 - incorporate text features (e.g., bullets, subheadings, white space, photographs, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaningKY EL-9-WV - Writing ConventionsKY EL-9-WV-U - Enduring Knowledge - UnderstandingsKY EL-10-WV-U-1 - writers need to choose their language with care, depending on the content, purpose and audience.KY EL-10-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-10-WV-U-3 - standard grammar and usage are important in making meaning clear to the reader; non-standard and/or unconventional grammar, mechanics and usage may be used for intended effect.

KY EL-10-WV-U-4 - writers need to properly document sources/give credit for the ideas of others.KY EL-9-WV-S - Skills and Concepts


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KY EL-10-WV-S-1 - choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, foreign words/phrases, strong nouns and verbs, concrete and sensory details, figurative language-metaphors, similes, alliteration, personification)

KY EL-10-WV-S-2 - use specialized content vocabulary and words used for specific contexts, as needed

KY EL-10-WV-S-3 - apply correct grammar skills (e.g., complete sentences, various sentence structures, subject/verb agreement, pronoun/antecedent agreement); mechanics (e.g., use of commas, semicolons); and usage (e.g., farther/further, fewer/less, amount/number)KY EL-10-WV-S-4 - apply non-standard and/or unconventional language (e.g., dialects) for intended effect appropriate to purpose

KY EL-10-WV-S-5 - use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final draftsKY EL-10-WV-S-6 - use print and electronic resources (e.g., word processing, thesaurus, stylebooks) to adhere to standard guidelines for grammar, usage and mechanicsKY EL-10-WV-S-7 - use a standard format (e.g., MLA, APA) to document ideas from print and non-print sources, when paraphrasing, summarizing, quoting or using graphicsKY EL-9-WP - Writing ProcessKY EL-9-WP-U - Enduring Knowledge - Understandings


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KY EL-10-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.KY EL-10-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-10-WP-U-3 - writers work through the process at different rates. Often, the process is enhanced by conferencing with others.


KY EL-10-WP-S-1 - focus: establish and maintain a controlling idea on a selected topicKY EL-10-WP-S-2 - prewrite:KY EL-10-WP-S-2.a - prewrite: determine the most appropriate form to meet needs of purpose and audienceKY EL-10-WP-S-2.b - prewrite: generate ideas to support and develop a controlling idea (e.g., journaling, webbing, freewriting, researching print/non-print/electronic sources, note-taking, interviewing, observing, viewing, surveying, imagining and creating novel ideas)

KY EL-10-WP-S-2.c - prewrite: organize and present ideas by taking notes, quoting, paraphrasing, summarizingKY EL-10-WP-S-3 - draft:KY EL-10-WP-S-3.a - draft: determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communicationKY EL-10-WP-S-3.b - draft: logically introduce and incorporate quotes

KY EL-10-WP-S-4 - revise:


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KY EL-10-WP-S-4.a - revise: reflect on own writingKY EL-10-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-10-WP-S-4.c - revise: confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisionsKY EL-10-WP-S-4.d - revise: identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most precise words availableKY EL-10-WP-S-5 - edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sourcesKY EL-10-WP-S-6 - publish to produce products for intended audience:KY EL-10-WP-S-6.a - publish to produce products for intended audience: present written material using a variety of digital presentations and graphics (e.g., spreadsheets, graphing formats)KY EL-10-WP-S-6.b - publish to produce products for intended audience: present final work in a neat, legible formKY EL-10-WP-S-7 - reflect and evaluate personal progress and skills in writingKY EL-9-SLO - Speaking, Listening and ObservingKY EL-9-SLO-U - Enduring Knowledge - Understandings


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KY EL-9-SLO-U-1 - communication, both formal and informal, is an interpretative 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-9-SLO-S - Skills and ConceptsKY EL-9-SLO-S-1 - In formal speaking situations, students will create oral presentations thatKY EL-9-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-9-SLO-S-1.b - In formal speaking situations, students will create oral presentations that support judgment with sound evidence and appropriate detailsKY EL-9-SLO-S-1.c - In formal speaking situations, students will create oral presentations that maintain a consistent focus


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KY EL-9-SLO-S-1.d - In formal speaking situations, students will create oral presentations that exhibit a logical structure appropriate to audience, context and purpose

KY EL-9-SLO-S-1.e - In formal speaking situations, students will create oral presentations that organize ideas in a coherent, meaningful way, including an introduction, transitions and a conclusionKY EL-9-SLO-S-1.e2 - 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-9-SLO-S-1.f - In formal speaking situations, students will create oral presentations that make skillful use of rhetorical devices

KY EL-9-SLO-S-1.f1 - In formal speaking situations, students will create oral presentations that choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, and figurative language, use of rhetorical devices)KY EL-9-SLO-S-2 - In formal speaking situations, students will apply delivery techniquesKY EL-9-SLO-S-2.a - In formal speaking situations, students will apply delivery techniques both verbal (e.g., tone, volume, rate, articulation, inflection, pacing) and nonverbal (e.g., gestures, facial expressions, eye contact)KY EL-9-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-9-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-9-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, common figures of speech)KY EL-9-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-9-SLO-S-3 - In formal speaking situations, students will use visual aids, media and tools of technology to support oral communicationKY EL-9-SLO-S-4 - In formal speaking situations, students will document ideas from outside sources using appropriate formats (e.g., citing authors, titles, websites)

KY EL-9-SLO-S-5 - In informal speaking situations, students will give spoken instructions to perform specific tasksKY EL-9-SLO-S-6 - In informal speaking situations, students will ask and respond to questions as a way to enrich class discussionsKY EL-9-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-9-SLO-S-8 - When listening, students will follow spoken instructions to perform specific tasks


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KY EL-9-SLO-S-9 - When listening, students will identify the thesis/controlling idea of a speech and key ideas that support itKY EL-9-SLO-S-10 - When listening, students will respond critically (e.g., analyze the style of a speech, including the speaker's choice of language to evoke a response, evaluate conclusions, credibility of information presented)KY EL-9-SLO-S-11 - When listening, students will respond to information in a variety of ways: summarizing, taking useful notes, organizing, analyzing or recording that which is meaningful and usefulKY EL-9-SLO-S-12 - When listening, students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)KY EL-9-SLO-S-13 - When listening, students will follow the organization of a presentation and recognize the speaker's use of transitions



KY EL-9-SLO-S-18 - When observing, students will evaluate the role of media in focusing attention and in forming opinion


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KY EL-9-SLO-S-19 - When observing, students will interpret a variety of advertising techniquesKY EL-9-SLO-S-20 - When observing, students will analyze the effectiveness of visual and auditory cues (e.g., cutaway, crawler, voiceover, sound effects) to enhance the message or understand context


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Agency Tag Set NameKentucky, ELA, 2006, Grades: 11-12, Program of Studies, State Department of EducationStandard Skill Area Description Skill DescriptionKY EL-11-FF - Forming a Foundation (Reading)KY EL-11-FF-U - Enduring Knowledge - UnderstandingsKY EL-11-FF-U-1 - fluency involves reading orally and silently with speed, accuracy, proper phrasing and expression while attending to text features.KY EL-11-FF-U-2 - developing breadth of vocabulary dramatically improves reading comprehension and involves applying knowledge of word meanings and word relationships. The larger the reader's vocabulary, the easier it is to make sense of text.KY EL-11-FF-U-3 - 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-11-FF-S - Skills and Concepts

KY EL-11-FF-S-1 - apply context and self-correction strategies while readingKY EL-11-FF-S-2 - read increasingly complex material--orally and silently--with automaticity (accuracy and fluency)



Skill 9 - OP09 Increasing reading efficiency

KY EL-11-FF-S-3 - use a variety of reading strategies to understand vocabulary and texts:KY EL-11-FF-S-3.a - use a variety of reading strategies to understand vocabulary and texts: formulate questions to guide reading (before, during and after reading)KY EL-11-FF-S-3.b - use a variety of reading strategies to understand vocabulary and texts: apply word recognition strategies to determine pronunciations





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KY EL-11-FF-S-3.c - use a variety of reading strategies to understand vocabulary and texts: apply knowledge of synonyms, antonyms, word parts (e.g., roots, affixes, cognates) and nuances of meaning to assist comprehension





KY EL-11-FF-S-3.d - use a variety of reading strategies to understand vocabulary and texts: interpret the meaning of jargon, dialect, or specialized vocabulary in contextKY EL-11-FF-S-3.e - use a variety of reading strategies to understand vocabulary and texts: interpret and explain literal and non-literal meanings of words or phrases, analogies, idioms, and literary and classical allusions based on context






KY EL-11-FF-S-3.f - use a variety of reading strategies to understand vocabulary and texts: analyze words and ideas in terms of categories, functions, or featuresKY EL-11-FF-S-3.g - use a variety of reading strategies to understand vocabulary and texts: scan to find specific key information; skim to get the general meaning of a passage

KY EL-11-FF-S-4 - describe the influence of historical events on the development of the English language

KY EL-11-FF-S-5 - investigate the meanings of words and their possible effect(s) on the perceptions and behavior of peopleKY EL-11DIU - Developing an Initial Understanding (Reading)KY EL-11DIU-U - Enduring Knowledge - Understandings


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KY EL-11-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-11-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, and foundational U.S. documents.


KY EL-11DIU-S - Skills and ConceptsKY EL-11-DIU-S-1 - use comprehension strategies (e.g., using prior knowledge, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts





KY EL-11-DIU-S-2 - use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential, deductive/inductive) to aid in comprehension


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KY EL-11-DIU-S-3 - explain the meaning of concrete or abstract terms, based on the context (e.g., "loaded" words, connotation, denotation)KY EL-11-DIU-S-4 - paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critiqueKY EL-11-DIU-S-5 - make text-based inferences; state generalizations; draw conclusions based on what is read




KY El-11-DIU-S-6 - demonstrate understanding of literary elements and literary passages/texts:KY El-11-DIU-S-6.a - demonstrate understanding of literary elements and literary passages/texts: identify characteristics of different types of literary texts (e.g., comedies, tragedies, satires, parodies)

KY El-11-DIU-S-6.b - demonstrate understanding of literary elements and literary passages/texts: explain the main ideas of a passage and identify the key ideas or information that support themKY EL-11-DIU-S-7 - demonstrate understanding of informational passages/texts:KY EL-11-DIU-S-7.a - demonstrate understanding of informational passages/texts: locate key ideas, information, facts or detailsKY EL-11-DIU-S-7.b - demonstrate understanding of informational passages/texts: use information from text to state and support central/main ideaKY EL-11-DIU-S-7.c - demonstrate understanding of informational passages/texts: use information from texts to accomplish a specific task or to answer questions




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KY EL-11-DIU-S-7.d - demonstrate understanding of informational passages/texts: use text features and visual information (e.g., maps, charts, graphs) to understand textsKY EL-11-IT - Interpreting Text (Reading)KY EL-11-IT-U - Enduring Knowledge - UnderstandingsKY EL-11-IT-U-1 - interpretations of text involve linking information across parts of a text and determining importance of the information presented.KY EL-11-IT-U-2 - references from texts provide evidence to support conclusions, the information presented, or the author's perspective.KY El-11-IT-U-3 - authors make intentional choices that are designed to produce a desired effect on the reader.KY EL-11-IT-S - Skills and Concepts

KY EL-11-IT-S-1 - use comprehension strategies while reading, listening to, or viewing increasingly complex literary and informational texts





KY EL-11-IT-S-2 - use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential, deductive/inductive) to aid comprehension


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KY EL-11-IT-S-3 - use text references to explain author's purpose, author's message or theme (including universal themes), arguments and supporting evidence

KY EL-11-IT-S-4 - organize ideas within and across texts to show understanding of central ideas and interrelationships (e.g., charting, semantic mapping, graphic organizers, outlining)KY EL-11-IT-S-5 - demonstrate understanding of literary elements and literary passages/texts:KY EL-11-IT-S-5.a - demonstrate understanding of literary elements and literary passages/texts: analyze the use of supporting details as they relate to the author's message

KY EL-11-IT-S-5.b - demonstrate understanding of literary elements and literary passages/texts: analyze the relationship between a character's motivation and behavior, as revealed by the dilemmas

KY EL-11-IT-S-5.c - demonstrate understanding of literary elements and literary passages/texts: explain or analyze how external or internal conflicts are resolvedKY EL-11-IT-S-5.d - demonstrate understanding of literary elements and literary passages/texts: explain author's craft as appropriate to genre (e.g., metrics, rhyme scheme, analogy, symbolism, allusion, soliloquy)KY EL-11-IT-S-6 - demonstrate understanding of informational passages/texts:


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KY EL-11-IT-S-6.a - demonstrate understanding of informational passages/texts: analyze the effectiveness of use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, allusion) or propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack)KY EL-11-IT-S-6.b - demonstrate understanding of informational passages/texts: explain the purpose of text features in different types of informational texts (e.g., periodicals, newspapers, online texts, public documents/public discourse, essays, editorials, textbooks, technical manuals/reports, Internet websites, electronic media)

KY EL-11-IT-S-6.c - demonstrate understanding of informational passages/texts: use references from the text to state central ideas and details that support them; analyze the importance and relevance of details used in a textKY EL-11-IT-S-6.d - demonstrate understanding of informational passages/texts: use text references to support conclusions about what is read; for example, author's opinion about a subjectKY EL-11-IT-S-6.e - demonstrate understanding of informational passages/texts: accept or reject arguments using supporting evidence

KY EL-11RRT - Reflecting and Responding to Text (Reading)KY EL-11RRT-U - Enduring Knowledge - UnderstandingsKY EL-11-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.


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KY EL-11-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-11-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-11RRT-S - Skills and ConceptsKY EL-11-RRT-S-1 - use comprehension strategies while reading, listening to, or viewing literary and informational texts to analyze and evaluate content or make connections





KY EL-11-RRT-S-2 - self-select texts based on personal interestsKY EL-11-RRT-S-3 - use evidence from text(s) to formulate and justify opinions about what is read or viewed:KY EL-11-RRT-S-3.a - use evidence from text(s) to formulate and justify opinions about what is read or viewed: relate texts to prior knowledge, personal experiences, other texts or ideasKY EL-11-RRT-S-3.b - use evidence from text(s) to formulate and justify opinions about what is read or viewed: provide text references/evidence to support connections (text-to-self, text-to-text, or text-to-world)


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KY EL-11-RRT-S-4 - read a wide range of texts, including texts by the same author, about the same subject or theme, or from the same genre, and from different cultures and time periods in order to respond and make connections (text-to-self, text-to-text, text-to-world)


KY EL-11DCS - Demonstrating a Critical Stance (Reading)KY EL-11DCS-U - Enduring Knowledge - UnderstandingsKY EL-11-DCS-U-1 - reading is a process that includes applying a variety of strategies to comprehend, interpret, and evaluate texts; showing evidence of responsible and warranted interpretations of text; and examining texts critically.

KY EL-11-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-11-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.KY EL-11-DCS-U-4 - all citizens need to analyze a wide variety of media messages (e.g., political, financial, social, environmental) in order to interpret matters of public policy and personal interest.


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KY EL-11-DCS-U-5 - judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills needed for postsecondary education, the workplace, and in exercising the rights of citizenship.KY EL-11DCS-S - Skills and ConceptsKY EL-11-DCS-S-1 - analyze the effectiveness of text features in organizing information for clarity or for usefulnessKY EL-11-DCS-S-2 - analyze the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support, deductive/inductive) and explain how effective it is in understanding the passage and meeting the author's purpose

KY EL-11-DCS-S-3 - evaluate what is read, based on the author's purpose, message, word choice, sentence variety, content, style, tone or use of literary elementsKY EL-11-DCS-S-4 - form and support warranted judgments/opinions/conclusions about central ideasKY EL-11-DCS-S-5 - analyze the interactions between and among literary elements within and across a variety of textsKY EL-11-DCS-S-6 - analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)

KY EL-11-DCS-S-7 - make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres)


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KY EL-11-DCS-S-8 - evaluate the accuracy of information presented in textsKY EL-11-DCS-S-9 - evaluate arguments, interpret and analyze information from multiple sources; for example, synthesize arguments or claims to discover the relationship between the parts, understand induction and deduction, determine unstated assumptions

KY EL-11-DCS-S-10 - evaluate claims and evidencesKY EL-11-DCS-S-11 - evaluate the range and quality of evidence used to support or oppose an argumentKY EL-11-DCS-S-12 - recognize common logical fallacies (e.g., personal attacks, non-sequitor, faulty cause-effect) and false premises in an argumentKY EL-11-WC - Writing ContentKY EL-11-WC-U - Enduring Knowledge - UnderstandingsKY EL-11-WC-U-1 - there are many reasons for all high school students to write including writing-to-learn, writing-to-demonstrate learning, and writing for authentic purposes and audiences.KY EL-11-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, on-demand responses, editorials, literary critiques).KY EL-11-WC-U-3 - to be effective, writing must be a sufficiently developed, coherent unit of thought to address the needs of the intended audience.KY EL-11-WC-U-4 - writing can be used to make meaning of one's own experience, as well as of other information/ideas.KY EL-11-WC-S - Skills and Concepts


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KY EL-11-WC-S-1 - write to learn by applying strategies (e.g. personal journals, writer's notebooks)

KY EL-11-WC-S-2 - write to demonstrate learning and understanding of content knowledge (e.g., on-demand writing, research papers and essays, lab reports)

KY EL-11-WC-S-3 - write for a variety of authentic purposes and audiences:KY EL-11-WC-S-3.a - write for a variety of authentic purposes and audiences: analyze and communicate the significance of a relationship, one's own experiences and/or the experiences of others

KY EL-11-WC-S-3.b - write for a variety of authentic purposes and audiences: analyze and communicate through authentic literary forms to make meaning of the human condition (e.g., short stories, poetry, plays/scripts)KY EL-11-WC-S-3.c - write for a variety of authentic purposes and audiences: analyze and communicate through authentic transactive purposes for writing (e.g. explaining, persuading, analyzing, synthesizing, evaluating)

KY EL-11-WC-S-3.d - write for a variety of authentic purposes and audiences: analyze and communicate reflectively about literacy goals

KY EL-11-WC-S-3.e - write for a variety of authentic purposes and audiences: analyze and address needs of intended audience (e.g., anticipating potential misunderstandings, providing sufficient details for clarity and revising to delete unnecessary details)


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KY EL-11-WC-S-3.f - write for a variety of authentic purposes and audiences: adjust the writing style (formal, informal, business, technical) for intended audienceKY EL-11-WC-S-4 - develop and communicate purpose, focus and controlling ideas authentic to the writerKY EL-11-WC-S-5 - develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writingKY EL-11-WC-S-6 - select and incorporate ideas and information (e.g., from research/inquiry and reading) and explain reflections or connections (e.g., making inferences, predicting conclusions, evaluating contradictions, analyzing interrelationships, offering support for conclusions, organizing prior knowledge about a topic)


KY EL-11-WC-S-9 - use and sustain suitable voice or toneKY EL-11-WS - Writing StructureKY EL-11-WS-U - Enduring Knowledge - UnderstandingsKY EL-11-WS-U-1 - sentences must be complete and clear. A variety in sentence structure helps to engage the reader and make meaning more clear. Sometimes unconventional structure is appropriate for an intended effect upon the reader.

KY EL-11-WS-U-2 - different types of structures are appropriate for different purposes, audiences and forms of writing. Texts must be unified and coherent.


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KY EL-11-WS-U-3 - structural elements such as context, meaningful order of ideas, transitional elements and conclusions all help make meaning clear for the reader.

KY EL-11-WS-S - Skills and ConceptsKY EL-11-WS-S-1 - use complete and correct sentences of various structures and lengths (e.g., simple, compound, complex, compound/complex, including parallel structure) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audienceKY EL-11-WS-S-2 - develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, cause/effect, compare/contrast, chronology, proposition/support)KY EL-11-WS-S-3 - apply structures of a variety of academic and work-related texts (e.g., argumentative essays, literary analyses, scholarship essays, personal essays, editorials, short stories, resumes, cover letters for resumes, proposals) for authentic and justifiable purposes

KY EL-11-WS-S-4 - establish a context, thesis and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas with intent; and conclude the writing effectivelyKY EL-11-WS-S-5 - create unified and coherent divisions of text (e.g., paragraphs, stanzas, sections under subheadings, chapters); apply paragraph structures (block and indented) appropriatelyKY EL-11-WS-S-6 - use a variety of transitions and/or transitional elements (e.g., transitional sentences, ellipses, time transitions, white space) with intent


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KY EL-11-WS-S-8 - incorporate text features (e.g., bullets, subheadings, white space, photographs, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaningKY EL-11-WV - Writing Conventions

KY EL-11-WV-U - Enduring Knowledge - UnderstandingsKY EL-11-WV-U-1 - writers need to choose their language with care, depending on the content, purpose and audience.KY EL-11-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-11-WV-U-3 - standard grammar and usage are important in making meaning clear to the reader; non-standard and/or unconventional grammar, mechanics and usage may be used for intended effect.

KY EL-11-WV-U-4 - writers need to properly document sources/give credit for the ideas of others.KY EL-11-WV-S - Skills and ConceptsKY EL-11-WV-S-1 - choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, foreign words/phrases, strong nouns and verbs, concrete and sensory details, figurative language - metaphors, paradox, allusion, hyperbole)

KY EL-11-WV-S-2 - use specialized content vocabulary and words used for specific contexts, as needed


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KY EL-11-WV-S-3 - apply correct grammar skills (e.g., complete sentences, various sentence structures, subject/verb agreement, pronoun/antecedent agreement, phrases, clauses); mechanics (e.g., use of commas, semicolons, colons); and usage (e.g., avoiding misplaced modifiers and shifts in tense, number, and person)

KY EL-11-WV-S-4 - apply non-standard and/or unconventional language (e.g., dialects) for intended effect appropriate to purpose

KY EL-11-WV-S-5 - use print and electronic resources (e.g., word processing, dictionary) and apply knowledge of spelling rules to correct spelling in final draftsKY EL-11-WV-S-6 - use print and electronic resources (e.g., word processing, thesaurus) to adhere to standard guidelines for grammar, usage and mechanicsKY EL-11-WV-S-7 - use a standard format (e.g., MLA, APA) to document ideas from print and non-print sources, when paraphrasing, summarizing, quoting or using graphicsKY EL-11-WP - Writing ProcessKY EL-11-WP-U - Enduring Knowledge - UnderstandingsKY EL-11-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.KY EL-11-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-11-WP-U-3 - writers work through the process at different rates. Often, the process is enhanced by conferencing with others.


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KY EL-11-WP-S - Skills and ConceptsKY EL-11-WP-S-1 - focus: establish and maintain a controlling idea on a selected topicKY EL-11-WP-S-2 - prewrite:KY EL-11-WP-S-2.a - prewrite: determine the most appropriate form to meet needs of purpose and audienceKY EL-11-WP-S-2.b - prewrite: generate ideas to support and develop a controlling idea (e.g., journaling, webbing, freewriting, researching print/non-print/electronic sources, note-taking, interviewing, observing, viewing, surveying, imagining and creating novel ideas)

KY EL-11-WP-S-2.c - prewrite: organize and present ideas by taking notes, quoting, paraphrasing, summarizingKY EL-11-WP-S-3 - draft:KY EL-11-WP-S-3.a - draft: determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communicationKY EL-11-WP-S-3.b - draft: logically introduce and incorporate quotes

KY EL-11-WP-S-4 - revise:KY EL-11-WP-S-4.a - revise: reflect on own writingKY EL-11-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-11-WP-S-4.c - revise: confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions


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KY EL-11-WP-S-4.d - revise: identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most precise words availableKY EL-11-WP-S-5 - edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sourcesKY EL-11-WP-S-6 - publish to produce products for intended audience:KY EL-11-WP-S-6.a - publish to produce products for intended audience: present written material using a variety of digital presentations and graphics (e.g., spreadsheets, graphing formats)KY EL-11-WP-S-6.b - publish to produce products for intended audience: present final work in a neat, legible formKY EL-11-WP-S-7 - reflect and evaluate personal progress and skills in writingKY EL-11SLO - Speaking, Listening and ObservingKY EL-11SLO-U - Enduring Knowledge - UnderstandingsKY EL-11-SLO-U-1 - communication, both formal and informal, is an interpretative process that integrates listening, observing, reading, writing and speaking with confidence. Different levels of discourse are appropriate for different contexts, occasions, purposes and audiences.


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KY EL-11SLO-S - Skills and ConceptsKY EL-11-SLO-S-1 - In formal speaking situations, students will create oral presentations thatKY EL-11-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-11-SLO-S-1.b - In formal speaking situations, students will create oral presentations that support judgment with sound evidence and appropriate detailsKY EL-11-SLO-S-1.c - In formal speaking situations, students will create oral presentations that maintain a consistent focusKY EL-11-SLO-S-1.d - In formal speaking situations, students will create oral presentations that exhibit a logical structure appropriate to audience, context and purpose


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KY EL-11-SLO-S-1.e - In formal speaking situations, students will create oral presentations that organize ideas in a coherent, meaningful way, including an introduction, transitions and a conclusionKY EL-11-SLO-S-1.f - In formal speaking situations, students will create oral presentations that make skillful use of rhetorical devices

KY EL-11-SLO-S-2 - In formal speaking situations, students will apply delivery techniquesKY EL-11-SLO-S-2.a - In formal speaking situations, students will apply delivery techniques both verbal (e.g., tone, volume, rate, articulation, inflection, pacing) and nonverbal (e.g., gestures, facial expressions and eye contact)KY EL-11-SLO-S-2.b - In formal speaking situations, students will apply delivery techniques avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)KY EL-11-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-11-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, common figures of speech)KY EL-11-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)


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KY EL-11-SLO-S-3 - In formal speaking situations, students will use visual aids, media and tools of technology to support oral communicationKY EL-11-SLO-S-4 - In formal speaking situations, students will document ideas from outside sources using appropriate formats (e.g., citing authors, titles, websites)

KY EL-11-SLO-S-5 - In informal speaking situations, students will give and follow spoken instructions to perform specific tasksKY EL-11-SLO-S-6 - In informal speaking situations, students will ask and respond to questions as a way to enrich class discussionsKY EL-11-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-11-SLO-S-8 - When listening, students will give and follow spoken instructions to perform specific tasks

KY EL-11-SLO-S-9 - When listening, students will identify the thesis/controlling idea of a speech and key ideas that support itKY EL-11-SLO-S-10 - When listening, students will respond critically (e.g., analyze the style of a speech, including the speaker's choice of language to evoke a response, evaluate conclusions, credibility of information presented)KY EL-11-SLO-S-11 - When listening, students will respond to information in a variety of ways: summarizing, taking useful notes, organizing, analyzing or recording that which is meaningful and usefulKY EL-11-SLO-S-12 - When listening, students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)


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KY EL-11-SLO-S-13 - When listening, students will follow the organization of a presentation and recognize the speaker's use of transitionsKY EL-11-SLO-S-14 - When listening, students will interpret and evaluate the effectiveness of verbal and nonverbal delivery techniques, including visual cuesKY EL-11-SLO-S-15 - When listening, students will build on the ideas of others and contribute relevant information or ideasKY EL-11-SLO-S-16 - When listening, students will use self-evaluations and feedback from teachers and peers to improve presentationsKY EL-11-SLO-S-17 - When observing, students will use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate media

KY EL-11-SLO-S-18 - When observing, students will evaluate the role of media in focusing attention and in forming opinionKY EL-11-SLO-S-19 - When observing, students will interpret a variety of advertising techniquesKY EL-11-SLO-S-20 - When observing, students will analyze the effectiveness of visual and auditory cues (e.g., cutaway, crawler, voiceover, sound effects) to enhance the message or understand context


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Kentucky State Standards Alignments Kindergarten...

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