Core Content for
Kentucky Core Content and DJJ Work Adjustment Model for Vocational Learning
Core Content for Writing
Middle School and High School
Kentucky Department of Juvenile Justice
Quality Assurance Branch
Version 4.1
August 2006
Kentucky Department of Education
Introduction
Core Content for Writing Assessment
What is the Core Content for Writing Assessment?
The Core Content for Assessment 4.1 (CCA 4.1) is a subset of the content standards in Kentucky’s Program of Studies for Grades Primary – 12. It represents the content standards that will be assessed beginning with the spring 2007 state assessment. The Core Content for Writing Assessment Version 4.1 represents the writing content from Kentucky’s Academic Expectations and Program of Studies that is the culminating product of a school-wide writing program that is essential for all students to know and the content that is eligible for inclusion on the state assessment. Version 4.1 Core Content for Writing Assessment and the Academic Expectations provide the parameters for test developers as they design the state assessment items. These content standards provide focus for the development of the Kentucky Core Content Test (KCCT) and the writing portfolio for test administration beginning in 2007.
The Core Content for Writing Assessment represents components of the comprehensive local curriculum for writing assessment and instruction. The comprehensive Program of Studies for Writing specifies that students should use the writing process and criteria for effective writing in pieces developed over time, as well as in on-demand writing situations, to compile a collection of writing for a variety of authentic purposes and audiences and in a variety of forms, including personal, literary, transactive and reflective pieces.
Writing can show learning across content areas and serve as an effective learning tool. Writing in schools consists of three broad types: writing to learn, writing to demonstrate learning to the teacher and writing to communicate ideas to authentic audiences for authentic purposes (writing for publication). To communicate effectively, students should engage in the various stages of the writing process including focusing, prewriting, drafting, revising, editing, publishing and reflecting. The writing process is recursive; different writers engage in the process differently and proceed through the stages at different rates.
Kentucky Academic Expectations for Writing
The Kentucky Academic Expectations define what students should know and be able to do upon graduation from high school. These expectations were used as a basis for developing the Program of Studies and the Core Content for Assessment.
The academic expectation for writing is listed below:
Goal 1: Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.
1.11: Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
How is the Core Content for Writing Assessment organized?
The Core Content for Writing Assessment, Version 4.1 is organized by grade level (end of primary, 4th, 5th, 6th, 7th, 8th and high school) in order to ensure vertical alignment. Core Content for Writing Assessment is divided into four subdomains:
• Writing Content
• Writing Structure
• Writing Conventions
• Writing Process
The Core Content for Assessment includes state assessed standards and supporting content standards. Supporting content standards are not used for state assessment. Supporting content, however, is critical to the student’s deep understanding of the overall content and is to be used by schools to build a foundation of knowledge, skills, and processes that will enable students to be successful on the Kentucky Core Content Test. In order for students to reach proficiency and beyond on the KCCT, students need to master the supporting content as well as the state assessed content. Supporting content standards are proposed for local instruction and assessment and appear in italics in the Core Content document. The content standards for the state assessment are in bold print.
Some Core Content standards contain additional information in parentheses. A list preceded by an e.g., means the examples included are meant to be just that, examples and may be on the state assessment. Other examples not included may also be on the state assessment. However, if the list is not preceded by an e.g., the list is to be considered exhaustive and the items inside the parentheses are the only ones that will be assessed.
A new aspect of the refined Core Content for Writing Assessment Version 4.1 is Depth of Knowledge (DOK). Version 4.1 reflects the depth of knowledge and cognitive complexity for the content standard that is appropriate for each grade level for the state assessment.
Each of the state-assessed standards in the Core Content has a ceiling DOK level indicated. This means that an item on the state assessment cannot be written higher than the ceiling for that standard. An item could be written at a lower level. When writing an assessment item, developers need to make sure that the assessment item is as cognitively demanding as the expectation of the content standard in order to assure alignment of the test items and the standards. The DOK indicated for the state assessment is not meant to limit the cognitive complexity for instruction in the classroom. Classroom instruction needs to extend beyond the depth of knowledge and cognitive complexity that can be assessed on the state assessment so that students have the opportunities and experiences they need in order to reach proficiency and beyond. The levels for DOK are based on the research of Norman Webb from the University of Wisconsin-Madison. More information about DOK levels can be found at the Kentucky Department of Education website.
Version 4.1 differs from the previous Version 3.0 in the elaboration of the organizer for each standard of writing (e.g., Reflective, Personal Expressive/Literary, Transactive) across grade levels. Version 4.1 also defines stages of the writing process including skills for revising and editing.
What do the codes for the Core Content for the Writing Assessment mean?
Each content standard is preceded by a code. The code begins with WR for Writing and is then followed by a grade level designation and then a 3-digit number that indicates the reporting category. The codes used are listed below.
|Grade Level Codes |Subdomains |Organizers |Standards |
|EP = End of Primary |1 = Writing Content |1 = Purpose/Audience |1 = Reflective |
|E = Elementary |2 = Writing Structure |2 = Idea Development/Support |2 = Personal/ Literary |
|04 = Fourth Grade |3 = Writing Conventions |3 = Organization |3 = Transactive |
|05 = Fifth Grade |4 = Writing Process |4 = Sentences |4 - 41 = Skills that apply to all Categories |
|M = Middle School | |5 = Language | |
|06 = Sixth Grade | |6 = Correctness | |
|07 = Seventh Grade | |7 = Focusing | |
|08 = Eight Grade | |8 = Prewriting | |
|HS= High School | |9 = Drafting | |
| | |10 = Revising | |
| | |11 = Editing | |
| | |12 = Publishing | |
| | |13 = Reflecting | |
A typical code may look like WR-04-1.1.1. This means the following:
WR-04-1.1.1
WR- Writing (Domain)
04- Fourth Grade (Grade Level)
1. Writing Content (Subdomain)
1. Purpose/Audience (Organizer)
1- Reflective (Standard)
The Kentucky Core Content and the DJJ Work Adjustment Model includes activities derived from specific resources. When planning to use the suggested activities it is highly recommended the resource materials be purchased or downloaded and reviewed prior to implementation.
|MIDDLE SCHOOL |
|Writing Content |
|To communicate effectively, students should be able to write for a variety of authentic purposes and audiences in a variety of forms connecting to prior knowledge and the students’ understanding of the content. In |
|their writing, students should be able to create a focused purpose and controlling idea and develop ideas adequately considering the purpose, audience and form. |
|6th Grade |7th Grade |8th Grade |
|WR-M-1.1.0 |
|Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by |
|Narrowing the topic to create a specific purpose for writing |
|Establishing a controlling idea, theme or conclusion about the topic |
|Choosing a perspective authentic to the writer |
|Analyzing and addressing the needs of the intended audience |
|Adhering to the characteristics of the form. |
|Applying a suitable tone |
|Allowing voice to emerge when appropriate |
|DOK 4 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Use writing models to demonstrate articles with definite purpose e.g. David Dick-Kentucky Magazine |
|Read The Pain and the Great One to understand point of view. |
|Have mini lessons on point of view and idea development |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|The Pain and the Great One-Judy Blume |
|Appropriate excerpts from David Dick articles |
|WR-06-1.1.1 |WR-07-1.1.1 |WR-08-1.1.1 |
|In Reflective Writing, |In Reflective Writing, |In Reflective Writing, |
|Students will evaluate personal progress toward meeting goals in |Students will evaluate personal progress toward meeting goals in |Students will evaluate personal progress toward meeting goals in |
|literacy skills. |literacy skills. |literacy skills. |
|Students will analyze and address needs of the intended audience. |Students will analyze and address needs of the intended audience. |Students will analyze and address needs of the intended audience. |
|Students will sustain a suitable tone or appropriate voice. |Students will sustain a suitable tone or appropriate voice. |Students will sustain a suitable tone or appropriate voice. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of reflective writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces. |
|Write journal entries that reflect on experiences, feelings, content learning, etc. |
|Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from the Analytical |
|Scoring Guide. |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
| By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-1.1.2 |WR-07-1.1.2 |WR-08-1.1.2 |
|In Personal Expressive Writing, |In Personal Expressive Writing, |In Personal Expressive Writing, |
|Students will communicate the significance of the writer’s life |Students will communicate the significance of the writer’s life |Students will communicate the significance of the writer’s life |
|experience by narrating about life events, relationships or central |experience by narrating about life events, relationship or central |experience by narrating about life events, relationships or central |
|ideas. |ideas. |ideas. |
|Students will apply the characteristics of the selected form (e.g., |Students will apply the characteristics of the selected form (e.g., |Students will apply the characteristics of the selected form (e.g., |
|personal narrative, personal memoir, personal essay). |personal narrative, personal memoir, personal essay). |personal narrative, personal memoir, personal essay). |
|Students will create point of view. |Students will sustain point of view. |Students will sustain point of view. |
|Students will sustain a suitable tone or appropriate voice. |Students will sustain a suitable tone or appropriate voice. |Students will sustain a suitable tone or appropriate voice. |
| | | |
|In Literary Writing, |In Literary Writing, |In Literary Writing, |
|Students will communicate to an audience about the human condition |Students will communicate to an audience about the human condition |Students will communicate to an audience about the human condition |
|(e.g., by painting a picture, recreating a feeling, telling a story, |(e.g., by painting a picture, recreating a feeling, telling a story, |(e.g., by painting a picture, recreating a feeling, telling a story, |
|capturing a moment, evoking an image or showing an extraordinary |capturing a moment, evoking an image or showing an extraordinary |capturing a moment, evoking an image or showing an extraordinary |
|perception of the ordinary). |perception of the ordinary). |perception of the ordinary). |
|Students will apply characteristics of the selected form (e.g., short |Students will apply characteristics of the selected form (e.g., short |Students will apply characteristics of the selected form (e.g., short |
|story, play/script, poem). |story, play/script, poem). |story, play/script, poem). |
|Students will create point of view. |Students will sustain point of view. |Students will sustain point of view. |
|Students will sustain a suitable tone or appropriate voice. |Students will sustain a suitable tone or appropriate voice. |Students will sustain a suitable tone or appropriate voice. |
|Students will apply a fictional perspective in literary writing when |Students will apply a fictional perspective in literary writing when |Students will apply a fictional perspective in literary writing when |
|appropriate. |appropriate. |appropriate. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of personal writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. |
|Write a personal narrative about a time in their life when being tactful and courteous benefited (or would have benefited) them. |
|Write a memoir about someone they trust. Describe the actions and characteristics that caused them to trust that person. |
|Write a personal essay about the impact of decisions on their life. |
|Write a response to a book in which they discuss how a character is like someone they know or how a character is like those in other books they have read. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-1.1.3 |WR-07-1.1.3 |WR-08-1.1.3 |
|In Transactive Writing, |In Transactive Writing, |In Transactive Writing, |
|Students will communicate a purpose through informing, persuading or |Students will communicate a purpose through informing, persuading or |Students will communicate a purpose through informing, persuading or |
|analyzing. |analyzing. |analyzing. |
|Students will develop an effective angle to achieve purpose. |Students will develop an effective angle to achieve purpose. |Students will develop an effective angle to achieve purpose. |
|Students will communicate as an informed writer to clarify what the |Students will communicate as an informed writer to clarify what the |Students will communicate as an informed writer to clarify what the |
|reader should know, do or believe as a result of reading the piece. |reader should know, do or believe as a result of reading the piece. |reader should know, do or believe as a result of reading the piece. |
|Students will apply characteristics of the selected form (e.g., letter, |Students will apply characteristics of the selected form (e.g., letter, |Students will apply characteristics of the selected form (e.g., letter, |
|feature article, editorial, speech). |feature article, editorial, speech). |feature article, editorial, speech). |
|Students will sustain a suitable tone. |Students will sustain a suitable tone. |Students will sustain a suitable tone. |
|Students will allow voice to emerge when appropriate. |Students will allow voice to emerge when appropriate. |Students will allow voice to emerge when appropriate. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of transactive writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces. |
|Write a persuasive speech. |
|Write letters to school administrations, representatives, senators, city council, etc. (teacher approved topics) |
|Write an informal article summarizing data from experience. |
|Write a news article informing readers of local environmental issues such as erosion, pollution, etc. |
|Create an informational guide for youth entering the program. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 3, 6, 7 |
|VII. Business Detail 4 |
|X. Humanitarian 3, 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
| By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-M-1.2.0 |
|Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by |
|Developing logical, justified and suitable explanations |
|Providing relevant elaboration |
|Explaining related connections or reflections |
|Applying idea development strategies appropriate to the form |
|DOK 4 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW |
|Analyze and evaluate reading materials to find examples of elaboration |
|Identify writers purpose and techniques in literary pieces |
|Write literary pieces that promote specific idea development (e.g. to address intrinsic rewards for a chosen career.) |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All career Majors |
|Resources may include but are not limited to the following: |
|Newspapers |
|Magazines |
|Journals |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-1.2.1 |WR-07-1.2.1 |WR-08-1.2.1 |
|In Reflective Writing, |In Reflective Writing, |In Reflective Writing, |
|Students will develop the connection between literacy skills |Students will develop the connection between literacy skills (reading and|Students will develop the connection between literacy skills (reading and |
|(reading and writing) and understanding of content knowledge. |writing) and understanding of content knowledge. |writing) and understanding of content knowledge. |
|Students will describe own literacy skills, strategies, processes or|Students will describe own literacy skills, strategies, processes or |Students will describe own literacy skills, strategies, processes or areas|
|areas of growth. |areas of growth. |of growth. |
|Students will analyze own decisions about literacy goals. |Students will analyze own decisions about literacy goals. |Students will analyze own decisions about literacy goals. |
|Students will evaluate own strengths and areas for growth. |Students will evaluate own strengths and areas for growth. |Students will evaluate own strengths and areas for growth. |
|Students will support claims about self. |Students will support claims about self. |Students will support claims about self. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Teacher will model and share examples of reflective writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces. |
|Write journal entries that reflect on experiences, feelings, content learning, etc. |
|Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from the Analytical Scoring Guide. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
| By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-1.2.2 |WR-07-1.2.2 |WR-08-1.2.2 |
|In Personal Expressive/Literary Writing, |In Personal Expressive/Literary Writing, |In Personal Expressive/Literary Writing, |
|Students will communicate theme/main idea through use of literary |Students will communicate theme/main idea through use of literary |Students will communicate theme/main idea through use of literary elements|
|elements appropriate to the genre: |elements appropriate to the genre: |appropriate to the genre: |
|Students will develop characters (fictional/non-fictional) through |Students will develop characters (fictional/non-fictional) through |Students will develop characters (fictional/non-fictional) through |
|thoughts, emotions, actions, descriptions or dialogue when |thoughts, emotions, actions, descriptions or dialogue when appropriate. |thoughts, emotions, actions, descriptions or dialogue when appropriate. |
|appropriate. |Students will develop plot/story line appropriate to the form. |Students will develop plot/story line appropriate to the form. |
|Students will develop plot/story line appropriate to the form. |Students will develop an appropriate setting, mood, scene, image, or |Students will develop an appropriate setting, mood, scene, image, or |
|Students will develop an appropriate setting, mood, scene, image, or|feeling. |feeling. |
|feeling. |Students will incorporate literary or poetic devices (e.g., simile, |Students will incorporate literary or poetic devices (e.g., simile, |
|Students will apply literary or poetic devices (e.g., simile, |metaphor, personification) when appropriate. |metaphor, personification) when appropriate. |
|metaphor, personification) when appropriate. |Students will incorporate reflection, insight and analysis when |Students will incorporate reflection, insight and analysis when |
|Students will incorporate reflection, insight and analysis when |appropriate. |appropriate. |
|appropriate. | | |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of literary writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. |
|Write a play for the group to perform. |
|Write a short story. |
|Write poetry and design quilt blocks to make a poetry quilt to display. |
|Write a personal narrative about a time in their life when being tactful and courteous benefited (or would have benefited) them. |
|Write a memoir about someone they trust. Describe the actions and characteristics that caused them to trust that person. |
|Write a personal essay about the impact of decisions on their life. |
|Write a response to a book in which they discuss how a character is like someone they know or how a character is like those in other books they |
|have read. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-1.2.3 |WR-07-1.2.3 |WR-08-1.2.3 |
|In Transactive Writing, |In Transactive Writing, |In Transactive Writing, |
|Students will communicate relevant information to clarify and |Students will communicate relevant information to clarify and justify a |Students will communicate relevant information to clarify and justify a |
|justify a specific purpose. |specific purpose. |specific purpose. |
|Students will develop a deliberate angle with support (e.g., facts, |Students will develop a deliberate angle with support (e.g., facts, |Students will develop a deliberate angle with support (e.g., facts, |
|examples, reasons, comparisons, diagrams, charts, other visuals). |examples, reasons, comparisons, diagrams, charts, other visuals). |examples, reasons, comparisons, diagrams, charts, other visuals). |
|Students will develop explanations to support the writer’s purpose. |Students will develop explanations to support the writer’s purpose. |Students will develop explanations to support the writer’s purpose. |
|Students will apply research to support ideas with facts and |Students will apply research to support ideas with facts and opinions. |Students will apply research to support ideas with facts and opinions. |
|opinions. |Students will incorporate persuasive techniques (e.g., expert opinion, |Students will incorporate persuasive techniques (e.g., expert opinion, |
|Students will incorporate persuasive techniques (e.g., expert |emotional/logical/ethical appeal, repetition, rhetorical question) or |emotional/logical/ethical appeal, repetition, rhetorical question) or |
|opinion, emotional/logical appeal, repetition) or propaganda |propaganda techniques (e.g., testimonial, bandwagon) when appropriate. |propaganda techniques (e.g., testimonial, bandwagon, personal attacks) |
|techniques (e.g., testimonial, bandwagon) when appropriate. | |when appropriate. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of transactive writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces. |
|Write a persuasive speech. |
|Write letters to school administrations, representatives, senators, city council, etc. (teacher approved topics) |
|Write an informal article summarizing data from experience. |
|Write a news article informing readers of local environmental issues such as erosion, pollution, etc. |
|Create an informational guide for youth entering the program. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 3, 6, 7 |
|VII. Business Detail 4 |
|X. Humanitarian 3, 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Writing Structure |
|To communicate effectively, students should be able to apply knowledge of language and genre structures to organize sentences, paragraphs and whole pieces logically and coherently. |
|WR-M-2.3.0 |
|Organization: Students will create unity and coherence to accomplish the focused purpose by |
|Engaging the audience |
|Establishing a context for reading when appropriate |
|Communicating ideas and support in a meaningful order |
|Applying transitions and transitional elements to guide the reader through the piece |
|Developing effective closure |
|DOK 3 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will: |
|Use organizational signals to organize information about various religions in transactive pieces |
|Create consumer guides to local self-help organizations, including information such as purpose, history, meeting times and places |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Brochures |
|Study guides |
|WR-06-2.3.1 |WR-07-2.3.1 |WR-08-2.3.1 |
|In Reflective Writing, |In Reflective Writing, |In Reflective Writing, |
|Students will engage the interest of the reader. |Students will engage the interest of the reader. |Students will engage the interest of the reader. |
|Students will communicate ideas and details in meaningful order. |Students will communicate ideas and details in meaningful order. |Students will communicate ideas and details in meaningful order. |
|Students will apply a variety of transitions or transitional elements |Students will apply a variety of transitions or transitional elements |Students will apply a variety of transitions or transitional elements |
|between ideas and details to guide the reader. |between ideas and details to guide the reader. |between ideas and details to guide the reader. |
|Students will apply paragraphing effectively. |Students will apply paragraphing effectively. |Students will apply paragraphing effectively. |
|Students will create conclusions effectively. |Students will create conclusions effectively. |Students will create conclusions effectively. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of reflective writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces. |
|Write journal entries that reflect on experiences, feelings, content learning, etc. |
|Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from the Holistic Scoring |
|Guide. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-2.3.2 |WR-07-2.3.2 |WR-08-2.3.2 |
|In Personal Expressive/Literary Writing, |In Personal Expressive/Literary Writing, |In Personal Expressive/Literary Writing, |
|Students will engage the interest of the reader. |Students will engage the interest of the reader. |Students will engage the interest of the reader. |
|Students will communicate ideas and details in meaningful order. |Students will communicate ideas and details in meaningful order. |Students will communicate ideas and details in meaningful order. |
|Students will apply organizational devices (e.g., foreshadowing, |Students will apply organizational devices (e.g., foreshadowing, |Students will apply organizational devices (e.g., foreshadowing, |
|flashback) when appropriate. |flashback) when appropriate. |flashback) when appropriate. |
|Students will apply a variety of transitions or transitional elements |Students will apply a variety of transitions or transitional elements |Students will apply a variety of transitions or transitional elements |
|between ideas and details to guide the reader. |between ideas and details to guide the reader. |between ideas and details to guide the reader. |
|Students will apply paragraphing effectively. |Students will apply paragraphing effectively. |Students will apply paragraphing effectively. |
|Students will arrange poetic stanzas in a way that enhances the meaning |Students will arrange poetic stanzas in a way that enhances the meaning |Students will arrange poetic stanzas in a way that enhances the meaning |
|through the use of white space, line breaks and shape. |through the use of white space, line breaks and shape. |through the use of white space, line breaks and shape. |
|Students will create conclusions effectively. |Students will create conclusions effectively. |Students will create conclusions effectively. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Teacher will model and share examples of personal writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces |
|Write a personal narrative about a time in their life when being tactful and courteous benefited (or would have benefited) them |
|Write a memoir about someone they trust. Describe the actions and characteristics that caused them to trust that person |
|Write a personal essay about the impact of decisions on their life |
|Write a response to a book in which they discuss how a character is like someone they know or how a character is like those in other books they have read |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-2.3.3 |WR-07-2.3.3 |WR-08-2.3.3 |
|In Transactive Writing, |In Transactive Writing, |In Transactive Writing, |
|Students will establish a context for reading. |Students will establish a context for reading. |Students will establish a context for reading. |
|Students will apply the accepted format of the genre. |Students will apply the accepted format of the genre. |Students will apply the accepted format of the genre. |
|Students will develop an appropriate text structure (e.g., cause/effect,|Students will develop an appropriate text structure (e.g., cause/effect,|Students will develop an appropriate text structure (e.g., cause/effect,|
|problem/solution, question/answer, comparison/contrast, description, |problem/solution, question/answer, comparison/contrast, description, |problem/solution, question/answer, comparison/contrast, description, |
|sequence) to achieve purpose. |sequence) to achieve purpose. |sequence) to achieve purpose. |
|Students will arrange ideas and details in a logical, meaningful order |Students will arrange ideas and details in a logical, meaningful order |Students will arrange ideas and details in a logical, meaningful order |
|by using a variety of transitions or transitional elements between ideas|by using a variety of transitions or transitional elements between ideas|by using a variety of transitions or transitional elements between ideas|
|and details. |and details. |and details. |
|Students will apply paragraphing effectively. |Students will apply paragraphing effectively. |Students will apply paragraphing effectively. |
|Students will incorporate text features (e.g., subheadings, bullets, |Students will incorporate text features (e.g., subheadings, bullets, |Students will incorporate text features (e.g., subheadings, bullets, |
|fonts, white space, layout, charts, diagrams, labels, pictures, |fonts, white space, layout, charts, diagrams, labels, pictures, |fonts, white space, layout, charts, diagrams, labels, pictures, |
|captions) when appropriate. |captions) when appropriate. |captions) when appropriate. |
|Students will create conclusions effectively. |Students will create conclusions effectively. |Students will create conclusions effectively. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of transactive writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces |
|Write a persuasive speech. |
|Write letters to school administrations, representatives, senators, city council, etc. (teacher approved topics) |
|Write an informal article summarizing data from experience |
|Write a news article informing readers of local environmental issues such as erosion, pollution, etc. |
|Create an informational guide for youth entering the program |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 3, 6, 7 |
|VII. Business Detail 4 |
|X. Humanitarian 3, 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-M-2.4.0 |
|Sentence Structure: Students will create effective sentences by: |
|Applying a variety of structures and lengths |
|Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate |
|DOK 3 |
|WR-06-2.4.1 |WR-07-2.4.1 |WR-08-2.4.1 |
|In Reflective Writing, |In Reflective Writing, |In Reflective Writing, |
|Students will develop sentences of various structures and lengths |Students will develop sentences of various structures and lengths |Students will develop sentences of various structures and lengths |
|throughout the piece. |throughout the piece. |throughout the piece. |
|Students will develop complete sentences or apply unconventional |Students will develop complete sentences or apply unconventional |Students will develop complete sentences or apply unconventional |
|structures when appropriate. |structures when appropriate. |structures when appropriate. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Practice in writing essays, articles, etc. which include sentences of varying length. |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-2.4.2 |WR-07-2.4.2 |WR-08-2.4.2 |
|In Personal Expressive/Literary Writing, |In Personal Expressive/Literary Writing, |In Personal Expressive/Literary Writing, |
|Students will develop sentences of various structures and lengths |Students will develop sentences of various structures and lengths |Students will develop sentences of various structures and lengths |
|throughout the piece. |throughout the piece. |throughout the piece. |
|Students will develop complete sentences or apply unconventional |Students will develop complete sentences or apply unconventional |Students will develop complete sentences or apply unconventional |
|structures for an intentional effect when appropriate. |structures for an intentional effect when appropriate. |structures for an intentional effect when appropriate. |
|Students will arrange poetic language in meaningful order. |Students will arrange poetic language in meaningful order. |Students will arrange language in meaningful order. |
|Students will apply poetic line breaks effectively. |Students will apply poetic line breaks effectively. |Students will apply poetic line breaks effectively. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of reflective writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces |
|Write journal entries that reflect on experiences, feelings, content learning, etc. |
|Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from the Analytical Scoring Guide |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces |
|Write a play for the group to perform |
|Write a short story |
|Write poetry and design quilt blocks to make a poetry quilt to display |
|Above examples will be analyzed using the four bullets above |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-2.4.3 |WR-07-2.4.3 |WR-08-2.4.3 |
|In Transactive Writing, |In Transactive Writing, |In Transactive Writing, |
|Students will develop complete, concise sentences or apply |Students will develop complete, concise sentences or apply |Students will develop complete, concise sentences or apply |
|unconventional structures when appropriate. |unconventional structures when appropriate. |unconventional structures when appropriate. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of transactive writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces |
|Write a persuasive speech |
|Write letters to school administrations, representatives, senators, city council, etc. (teacher approved topics) |
|Write an informal article summarizing data from experience |
|Write a news article informing readers of local environmental issues such as erosion, pollution, etc. |
|Create an informational guide for youth entering the program |
|The above bullets will be analyzed to support use of concise sentences with unconventional structures when appropriate |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 3, 6, 7 |
|VII. Business Detail 4 |
|X. Humanitarian 3, 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Writing Conventions |
|To communicate effectively, students should be able to able to apply knowledge of language conventions and have control over standard grammar and usage. Students should be able to choose precise language appropriate |
|to the purpose. |
|WR-M-3.5.0 |
|Language: Students will exemplify effective language choices by: |
|Applying correct grammar and usage |
|Applying concise use of language |
|Incorporating strong verbs, precise nouns, concrete details and sensory details |
|Applying language appropriate to the content, purpose and audience |
|DOK 2 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: SKILL |
|Intentional use of grammar mini lessons |
|Students identify and correct errors in grammar on papers |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-3.5.1 |WR-07-3.5.1 |WR-08-3.5.1 |
|In Reflective Writing, |In Reflective Writing, |In Reflective Writing, |
|Students will adhere to standard guidelines for grammar and usage or |Students will adhere to standard guidelines for grammar and usage or |Students will adhere to standard guidelines for grammar and usage or |
|apply nonstandard for effect. |apply nonstandard for effect. |apply nonstandard for effect. |
|Students will apply language concisely. |Students will apply language concisely. |Students will apply language concisely. |
|Students will incorporate language appropriate to the content, purpose |Students will incorporate language appropriate to the content, purpose |Students will incorporate language appropriate to the content, purpose |
|and audience. |and audience. |and audience. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of reflective writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces. |
|Write journal entries that reflect on experiences, feelings, content learning, etc. |
|Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from the Holistic Scoring |
|Guide. |
|Conference with students and allow corrections |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-3.5.2 |WR-07-3.5.2 |WR-08-3.5.2 |
|In Personal Expressive/Literary Writing, |In Personal Expressive/Literary Writing, |In Personal Expressive/Literary Writing, |
|Students will adhere to standard guidelines for grammar and usage or |Students will adhere to standard guidelines for grammar and usage or |Students will adhere to standard guidelines for grammar and usage or |
|apply nonstandard for effect. |apply nonstandard for effect. |apply nonstandard for effect. |
|Students will incorporate language based on economy, precision, richness|Students will incorporate language based on economy, precision, richness|Students will incorporate language based on economy, precision, richness|
|or impact on the reader. |or impact on the reader. |or impact on the reader. |
|Students will develop ideas through descriptive or figurative language. |Students will develop ideas through descriptive or figurative language. |Students will develop ideas through descriptive or figurative language. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of personal writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. |
|Write a personal narrative about a time in their life when being tactful and courteous benefited (or would have benefited) them. |
|Write a memoir about someone they trust. Describe the actions and characteristics that caused them to trust that person. |
|Write a personal essay about the impact of decisions on their life. |
|Write a response to a book in which they discuss how a character is like someone they know or how a character is like those in other books they have read. |
|Focus of conference will richness of language |
| |
|Teacher will model and share examples of literary writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. |
|Write a play for the group to perform. |
|Write a short story. |
|Write poetry and design quilt blocks to make a poetry quilt to display. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-06-3.5.3 |WR-07-3.5.3 |WR-08-3.5.3 |
|In Transactive Writing, |In Transactive Writing, |In Transactive Writing, |
|Students will adhere to standard guidelines for usage and grammar. |Students will adhere to standard guidelines for usage and grammar. |Students will adhere to standard guidelines for usage and grammar. |
|Students will apply precise word choice. |Students will apply precise word choice. |Students will apply precise word choice. |
|Students will incorporate the specialized vocabulary of the |Students will incorporate the specialized vocabulary of the |Students will incorporate the specialized vocabulary of the |
|discipline/content appropriate to the purpose and audience. |discipline/content appropriate to the purpose and audience. |discipline/content appropriate to the purpose and audience. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of transactive writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces |
|Write a persuasive speech |
|Write letters to school administrations, representatives, senators, city council, etc. (teacher approved topics) |
|Write an informal article summarizing data from experience |
|Write a news article informing readers of local environmental issues such as erosion, pollution, etc. |
|Create an informational guide for youth entering the program |
|Edit and revise to improve quality of composition |
|Add detailed supporting ideas and using examples, quotations, text reference, citations, etc. |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 3, 6, 7 |
|VII. Business Detail 4 |
|X. Humanitarian 3, 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-M-3.6.0 |
|Correctness: Students will communicate clearly by |
|Applying correct spelling |
|Applying correct punctuation |
|Applying correct capitalization |
|Incorporating acceptable departure from standard correctness to enhance meaning when appropriate |
|Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources) |
|DOK 2 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: SKILL |
|Use Standard English conventions in writing and editing to correct errors in grammar. |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All career majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Writing Process |
|To communicate effectively, students should engage in the various stages of the writing process including focusing, prewriting, drafting, revising, editing, publishing and reflecting. The writing process is |
|recursive; different writers engage in the process differently and proceed through the stages at different rates. |
|WR-M-4.7.0 |Connecting to content knowledge |
|Focusing |Connecting with prior learning and experience |
| |Initiating an authentic reason to write |
| |Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will: |
|Do On Demand Writing Prompts/Situations |
|Identify audience and purpose of writing |
|Do transactive writing pieces which follow the writing process |
|Read examples and discuss audience/purpose |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-M-4.8.0 |Selecting/narrowing topic |
|Prewriting |Establishing a purpose and central/controlling idea or focus |
| |Identifying and analyzing the audience |
| |Determining the most appropriate form to meet the needs of purpose and audience |
| |Generating ideas (e.g., reading, journaling, mapping, webbing, note taking, interviewing, researching, writing-to-learn activities) |
| |Organizing ideas – examining other models of good writing and appropriate text structures to match purpose and organize information |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Most important step of the writing process must be stressed |
|Use graphic organizer to organize thoughts |
|Share good writing examples |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-M-4.9.0 |Writing draft(s) for an intended audience |
|Drafting |Developing topic, elaborating ideas, exploring sentence variety and language use |
| |Organizing writing |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Use prewriting activity to draft |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-M-4.10.0 |Reflecting to determine where to add, delete rearrange, define/redefine, or elaborate content |
|Revising |Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine or elaborate content |
|(Content/Ideas) |Checking for accuracy of content |
| |Considering voice, tone, style, intended audience, coherence, transitions |
| |Comparing with rubric criteria and anchor papers/models |
| |Considering effectiveness of language usage and sentences to communicate ideas |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teach proper conferencing skills |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Revising Skills |Revising Skills |Revising Skills |
|Idea Development |Idea Development |Idea Development |
|WR-06-4.10.4 |WR-07-4.10.4 |WR-08-4.10.4 |
|Students will narrow topic for selected writing. |Students will narrow topic for selected writing. |Students will narrow topic for selected writing. |
| | | |
|WR-06-4.10.5 |WR-07-4.10.5 | |
|Students will identify topic sentence of a paragraph. |Students will identify and compose a topic sentence of a paragraph. |WR-08-4.10.5 |
| | |Students will identify and compose a topic sentence of a paragraph. |
|WR-06-4.10.6 |WR-07-4.10.6 |D0K 2 |
|Students will select appropriate supporting details. |Students will select appropriate supporting details. | |
| | |WR-08-4.10.6 |
|WR-06-4.10.7 |WR-07-4.10.7 |Students will select appropriate supporting details. |
|Students will identify extraneous/irrelevant materials. |Students will identify extraneous/irrelevant materials. |DOK 2 |
| | | |
| | |WR-08-4.10.7 |
| | |Students will identify extraneous/irrelevant materials. |
| | |DOK 2 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students use graphic organizers for idea development |
|Use good writing samples to explore idea development |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Organization |Organization |Organization |
|WR-06-4.10.8 |WR-07-4.10.8 |WR-08-4.10.8 |
|Students will correct sentences that are out of |Students will correct sentences that are out of |Students will correct sentences that are out of chronological/sequential order|
|chronological/sequential order or insert new sentences in the |chronological/sequential order or insert new sentences in the |or insert new sentences in the correct chronological/sequential position. |
|correct chronological/sequential position. |correct chronological/sequential position. |DOK 2 |
| | | |
|WR-06-4.10.9 |WR-07-4.10.9 |WR-08-4.10.9 |
|Students will apply the most effective transitions. |Students will apply the most effective transitions. |Students will apply the most effective transitions. |
| | |DOK 2 |
|WR-06-4.10.10 |WR-07-4.10.10- Students will develop effective introductions and | |
|Students will develop effective introductions and closures for |closures for writing. |WR-08-4.10.10 |
|writing. | |Students will develop effective introductions and closures for writing. |
| | |DOK 2 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will conference on draft looking at introductions, closure, transitions |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Word Choice |Word Choice |Word Choice |
|WR-06-4.10.11 |WR-07-4.10.11 |WR-08-4.10.11 |
|Students will eliminate redundant words and phrases. |Students will eliminate redundant words and phrases. |Students will eliminate redundant words and phrases. |
| | |DOK 2 |
|WR-06-4.10.12 |WR-07-4.10.12 | |
|Students will choose the most specific word for use in a sentence. |Students will choose the most specific word for use in a sentence. |WR-08-4.10.12 |
| | |Students will choose the most specific word for use in a sentence. |
| | |DOK 2 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will conference using specific word choice/elimination of redundant words and phrases |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-M-4.11.0 |Checking for correctness with self, teacher or peer(s) |
|Editing |Language usage |
|(Conventions and Mechanics) |Sentence structure |
| |Spelling |
| |Capitalization |
| |Punctuation |
| |Documentation of sources |
| |Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks) |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will: |
|Work in pairs to peer edit using an editing rubric |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Editing Skills |Editing Skills |Editing Skills |
|Language Usage |Language Usage |Language Usage |
|WR-06-4.11.13- Students will apply knowledge of subject/verb agreement |WR-07-4.11.13- Students will apply knowledge of |WR-08-4.11.13- Students will apply knowledge of subject/verb agreement with both |
|with both singular and plural subjects. |subject/verb agreement with both singular and plural |singular and plural subjects. |
| |subjects. |DOK 1 |
| | | |
|WR-06-4.11.14- Students will apply knowledge of present, past and |WR-07-4.11.14 |WR-08-4.11.14- Students will apply knowledge of present, past and future verb tenses. |
|future verb tenses. |Students will apply knowledge of present, past and future |DOK 1 |
| |verb tenses. | |
|WR-06-4.11-15- Students will apply knowledge of comparative and | |WR-08-4.11.15- Students will apply knowledge of comparative and superlative forms of |
|superlative forms of adjectives and adverbs. |WR-07-4.11.15- Students will apply knowledge of |adjectives and adverbs. |
| |comparative and superlative forms of adjectives and |DOK 1 |
|WR-06-4.11.16 |adverbs. | |
|Students will apply knowledge of special problems in usage (e.g., a/an,| |WR-08-4.11.16- Students will apply knowledge of special problems in usage (e.g., a/an, |
|to/two/too, their/ there/ they’re), pronoun references and double |WR-07-4.11.16- Students will apply knowledge of special |to/two/too, their/ there/ they’re), pronoun references and double negative. |
|negatives. |problems in usage |DOK 1 |
| |(e.g., a/an, to/two/too, their/ there/ they’re), pronoun | |
|WR-06-4.11.17 |references and double negatives. |WR-08-4.11.17 |
|Students will apply knowledge of idiomatic expressions. | |Students will apply knowledge of idiomatic expressions. |
| |WR-07-4.11.17 |DOK 1 |
| |Students will apply knowledge of idiomatic expressions. | |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will conference with the following criteria: |
|Subject/verb agreement |
|Past, present, future |
|Comparison |
|Problems in usage |
|Idiomatic expressions |
| |
|Work in pairs to peer edit using and editing rubric |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
| |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Sentence Structure |Sentence Structure |Sentence Structure |
|WR-06-4.11.18 |WR-07-4.11.18 |WR-08-4.11.18 |
|Students will correct run-on and awkward sentences. |Students will correct run-on and awkward sentences. |Students will correct run-on and awkward sentences. |
| | |DOK 1 |
|WR-06-4.11.19 |WR-07-4.11.19 | |
|Students will correct sentence fragments. |Students will correct sentence fragments. |WR-08-4.11.19 |
| | |Students will correct sentence fragments. |
|WR-06-4.11.20 |WR-07-4.11.20 |DOK 1 |
|Students will combine short choppy sentences effectively. |Students will combine short choppy sentences effectively. | |
| | |WR-08-4.11.20 |
|WR-06-4.11.21 |WR-07-4.11.21 |Students will combine short choppy sentences effectively. |
|Students will combine simple sentences by using subordination and |Students will combine simple sentences by using subordination and |DOK 2 |
|coordination. |coordination. | |
| | |WR-08-4.11.21 |
|WR-06-4.11.22 |WR-07-4.11.22 |Students will combine simple sentences by using subordination and |
|Students will correct sentences with misplaced/and or dangling |Students will correct sentences with misplaced/and or dangling |coordination. |
|modifiers. |modifiers. |DOK 2 |
| | | |
| | |WR-08-4.11.22 |
| | |Students will correct sentences with misplaced/and or dangling modifiers. |
| | |DOK 2 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will conference using criteria: |
|Run on/awkward sentences |
|Sentence fragments |
|Choppy sentences |
|Combine simple sentences where appropriate |
|Misplaced or dangling modifier |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Spelling |Spelling |Spelling |
|WR-06-4.11.23 |WR-07-4.11.23 |WR-08-4.11.23 |
|Students will apply knowledge of spelling patterns, generalizations |Students will apply knowledge of spelling patterns, generalizations |Students will apply knowledge of spelling patterns, generalizations and rules |
|and rules to commonly used words. |and rules to commonly used words. |to commonly used words. |
| | |DOK 1 |
|WR-06-4.11.24 |WR-07-4.11.24 | |
|Students will apply knowledge of spelling patterns, generalizations |Students will apply knowledge of spelling patterns, generalizations |WR-08-4.11.24 |
|and rules to plural forms of words. |and rules to plural forms of words. |Students will apply knowledge of spelling patterns, generalizations and rules |
| | |to plural forms of words. |
|WR-06-.4.11.25 |WR-07-4.11.25 |DOK 1 |
|Students will apply knowledge of spelling patterns, generalizations |Students will apply knowledge of spelling patterns, generalizations | |
|and rules to contractions. |and rules to contractions. |WR-08-4.11.25 |
| | |Students will apply knowledge of spelling patterns, generalizations and rules |
|WR-06-4.11.26 |WR-07-4.11.26 |to contractions. |
|Students will apply knowledge of spelling patterns, generalizations |Students will apply knowledge of spelling patterns, generalizations |DOK 1 |
|and rules to change verb endings. |and rules to change verb endings. | |
| | |WR-08-4.11.26 |
| | |Students will apply knowledge of spelling patterns, generalizations and rules |
| | |to change verb endings. |
| | |DOK 1 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will conference using the following criteria: |
|Spelling |
|Plural forms |
|Contractions |
|Verb endings |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Capitalization |Capitalization |Capitalization |
|WR-06-4.11.27 |WR-07-4.11.27 |WR-08-4.11.27 |
|Students will capitalize proper nouns (e.g., names, days, months). |Students will capitalize proper nouns (e.g., names, days, months). |Students will capitalize proper nouns (e.g., names, days, months). |
| | |DOK 1 |
|WR-06-4.11.28 |WR-07-4.11.28 | |
|Students will capitalize the beginning of sentences. |Students will capitalize the beginning of sentences. |WR-08-4.11.28 |
| | |Students will capitalize the beginning of sentences. |
|WR-06-4.11.29 |WR-07-4.11.29 |DOK 1 |
|Students will capitalize the pronoun “I”. |Students will capitalize the pronoun “I”. | |
| | |WR-08-4.11.29 |
|WR-06-4.11.30 |WR-07-4.11.30 |Students will capitalize the pronoun “I”. |
|Students will capitalize proper adjectives. |Students will capitalize proper adjectives. |DOK 1 |
| | | |
|WR-06-4.11.31 |WR-07-4.11.31 |WR-08-4.11.30 |
|Students will capitalize first word in a quote when appropriate. |Students will capitalize first word in a quote when appropriate. |Students will capitalize proper adjectives. |
| | |DOK 1 |
|WR-06-4.11.32 |WR-07-4.11.32 | |
|Students will capitalize the first word and every succeeding main |Students will capitalize the first word and every succeeding main |WR-08-4.11.31 |
|word in a title. |word in a title. |Students will capitalize first word in a quote when appropriate. |
| | |DOK 1 |
| | | |
| | |WR-08-4.11.32 |
| | |Students will capitalize the first word and every succeeding main word in a |
| | |title. |
| | |DOK 1 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teachers will use: |
|Mini Lessons to teach skills |
|Teachers will conference using criteria: |
|Capitalization |
|Proper nouns |
|Beginning of sentence |
|I |
|Proper adjective |
|First work in a quote |
|Title words |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Punctuation |Punctuation |Punctuation |
|WR-06-4.11.33 |WR-07-4.11.33 |WR-08-4.11.33 |
|Students will correctly punctuate declarative, exclamatory, |Students will correctly punctuate declarative, exclamatory, |Students will correctly punctuate declarative, exclamatory, interrogative and|
|interrogative and imperative sentences. |interrogative and imperative sentences. |imperative sentences. |
| | |DOK 1 |
|WR-06-4.11.34 |WR-07-4.11.34 | |
|Students will use commas in a series, a date, a compound sentence and|Students will use commas in a series, a date, a compound sentence and|WR-08-4.11.34 |
|the greeting and closing of a letter. |the greeting and closing of a letter. |Students will use commas in a series, a date, a compound sentence and the |
| | |greeting and closing of a letter. |
|WR-06-4.11.35 |WR-07-4.11.35 |DOK 1 |
|Students will correctly apply the rules of punctuation for commas in |Students will correctly apply the rules of punctuation for commas in | |
|appositives, direct address, and introductory phrases and clauses. |appositives, direct address, and introductory phrases and clauses. |WR-08-4.11.35 |
| | |Students will correctly apply the rules of punctuation for commas in |
|WR-06-4.11.36 |WR-07-4.11.36 |appositives, direct address, and introductory phrases and clauses. |
|Students will correctly apply the rules of punctuation for |Students will correctly apply the rules of punctuation for |DOK 1 |
|apostrophes in possessives and contractions. |apostrophes in possessives and contractions. | |
| | |WR-08-4.11.36 |
|WR-06-4.11.37 |WR-07-4.11.37 |Students will correctly apply the rules of punctuation for apostrophes in |
|Students will correctly apply the rules of punctuation for periods in|Students will correctly apply the rules of punctuation for periods in|possessives and contractions. |
|abbreviations and acronyms. |abbreviations and acronyms. |DOK 1 |
| | | |
|WR-06-4.11.38 |WR-07-4.11.38 |WR-08-4.11.37 |
|Students will correctly apply the rules of punctuation for |Students will correctly apply the rules of punctuation for |Students will correctly apply the rules of punctuation for periods in |
|semi-colons in items in a series and in correcting combined |semi-colons in items in a series and in correcting combined |abbreviations and acronyms. |
|sentences. |sentences. |DOK 1 |
| | | |
|WR-06-4.11.39 |WR-07-4.11.39 |WR-08-4.11.38 |
|Students will correctly apply the rules of punctuation for colons in |Students will correctly apply the rules of punctuation for colons in |Students will correctly apply the rules of punctuation for semi-colons in |
|introducing a list and the business letter greeting. |introducing a list and the business letter greeting. |items in a series and in correcting combined sentences. |
| | |DOK 1 |
| | | |
|WR-06-4.11.40 |WR-07-4.11.40 |WR-08-4.11.39 |
|Students will correctly apply the rules of punctuation for quotation |Students will correctly apply the rules of punctuation for quotation |Students will correctly apply the rules of punctuation for colons in |
|marks in dialogue, titles and direct/indirect quotes. |marks in dialogue, titles and direct/indirect quotes. |introducing a list and the business letter greeting. |
| | |DOK 1 |
| | | |
| | |WR-08-4.11.40 |
| | |Students will correctly apply the rules of punctuation for quotation marks in|
| | |dialogue, titles and direct/indirect quotes. |
| | |DOK 1 |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Mini lessons |
|Conferences on punctuation |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Documentation |Documentation |Documentation |
|WR-06-4.11.41 |WR.07-4.11.41 |WR-08-4.11.41 |
|Students will document use of sources. |Students will document use of sources. |Students will document use of sources. |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will: |
|Write a paragraph and correctly document sources |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-M-4.12.0 |Sharing final piece with intended audience |
|Publishing | |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will: |
|Share a final piece of choice from their completed portfolios with class/peer/teacher/youth worker |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-M-4.13.0 |Reflecting upon |
|Reflecting |- Progress, growth and goals as a writer |
| |- Literacy skills |
| |- Who or what has influenced progress and growth |
| |- Approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing) |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will: |
|Complete and place a reflective letter in their portfolio |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|HIGH SCHOOL |
|Writing Content |
|To communicate effectively, students should be able to write for a variety of authentic purposes and audiences in a variety of forms connecting to prior knowledge and the students’ understanding of the content. In |
|their writing, students should be able to create a focused purpose and controlling idea and develop ideas adequately considering the purpose, audience and form. |
|High School |
|WR-HS-1.1.0 |
|Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by |
|Narrowing the topic to create a specific purpose for writing |
|Establishing a controlling idea, theme or thesis about the topic |
|Choosing a perspective authentic to the writer |
|Analyzing and addressing the needs of the intended audience |
|Adhering to the characteristics of the form |
|Applying a suitable tone |
|Allowing voice to emerge when appropriate |
|DOK 4 |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: SKILL |
|Demonstrate evidence of a deep awareness of purpose and intended audience |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-HS-1.1.1 |
|In Reflective Writing, |
|Students will evaluate personal progress toward meeting goals in literacy skills. |
|Students will analyze and address needs of the intended audience. |
|Students will sustain suitable tone or appropriate voice. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of reflective writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces |
|Write journal entries that reflect on experiences, feelings, content learning, etc. |
|Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from the Holistic Scoring Guide. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
| By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 58-76 Unit 4 Evaluating |
|WR-HS-1.1.2 |
|In Personal Expressive Writing, |
|Students will communicate the significance of the writer’s life experience by narrating about life events, relationships or central ideas. |
|Students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay). |
|Students will sustain point of view. |
|Students will sustain a suitable tone or appropriate voice. |
| |
|In Literary Writing, |
|Students will communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordinary perception of |
|the ordinary). |
|Students will apply characteristics of the selected form (e.g., short story, play/script, poem). |
|Students will sustain point of view. |
|Students will sustain a suitable tone or appropriate voice. |
|Students will apply a fictional perspective in literary writing when appropriate. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of personal writing. |
|Students will: |
|Use the steps in the writing process (e.g., pre-write, draft, revise, edit, publish) to develop personal writing pieces. |
|Write a personal narrative about a difficult or frightening situation. Describe why/how staying cool and calm was (or would have been) the best response. |
|Write a memoir about someone of significance in the student’s life who is different from the student in some way (age, race, gender, etc.). |
|Write a personal essay about how rules have influenced the student’s life. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 8, 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 90-99 Unit 6 Varying |
|Prewriting Techniques |
|Instruction Book |
|pp. 40-57 Unit 3 Writing |
|WR-HS-1.1.3 |
|In Transactive Writing, |
|Students will communicate as an informed writer to provide new insight through informing, persuading or analyzing. |
|Students will develop an effective angle to achieve a justifiable purpose. |
|Students will justify what the reader should know, do, or believe as a result of reading the piece. |
|Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect. |
|Students will sustain a suitable tone. |
|Students will allow voice to emerge when appropriate. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of transactive writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop |
|Write and deliver a persuasive speech |
|Write letters to school administrators, representatives, senators, city council, etc. (teacher approved topics) |
|Develop a facility newsletter |
|Journal daily food intake and determine nutritional values, calories, etc. Analyze to see if nutritional requirements are met |
|Construct an operations manual for a piece of equipment (e.g., lawn mower, blender, or wheel chair) |
|Use technology to develop training materials for a presentation |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1 2, 3, 4, 5, 8, 10, 11 |
|II. Scientific 4 |
|IV. Protective 2, 3, 4, 10 |
|V. Mechanical 6, 7 |
|VII. Business Detail 4 |
|X. Humanitarian 3, 4 |
|XI. Leading and Influencing 6 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 14-25 Unit I Planning |
|pp. 40-57 Unit II Organizing |
|WR-HS-1.2.0 |
|Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by |
|Developing logical, justified and suitable explanations |
|Providing relevant elaboration |
|Explaining related connections or reflections |
|Applying idea development strategies appropriate to the form |
|DOK 4 |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW |
|Use graphic organizers for idea development |
|Creating compositions that demonstrate a distinct voice |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-HS-1.2.1 |
|In Reflective Writing, |
|Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge. |
|Students will describe own literacy skills, strategies, processes or areas of growth. |
|Students will analyze own decisions about literacy goals. |
|Students will evaluate own strengths and areas for growth. |
|Students will support claims about self. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following Teacher will model and share examples of reflective writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces |
|Write journal entries that reflect on experiences, feelings, content learning, etc. |
|Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from the Holistic Scoring Guide. |
|Teacher will model and share examples of personal writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. |
|Write a personal narrative about a difficult or frightening situation. Describe why/how staying cool and calm was (or would have been) the best response. |
|Write a memoir about someone of significance in the student’s life who is different from the student in some way (age, race, gender, etc.). |
|Write a personal essay about how rules have influenced the student’s life. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 58-76 Unit 4 Evaluating |
|WR-HS-1.2.2 |
|In Personal Expressive/Literary Writing, |
|Students will communicate theme/main idea through use of literary elements appropriate to the genre: |
|Students will develop characters (fictional /non-fictional) through emotions, actions, reactions, descriptions, thoughts, or dialogue when appropriate. |
|Students will develop plot/story line appropriate to the form. |
|Students will develop an appropriate setting, mood, scene, image or feeling. |
|Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect. |
|Students will incorporate reflection, insight and analysis when appropriate. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|High School activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of personal writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. |
|Write a personal narrative about a difficult or frightening situation. Describe why/how staying cool and calm was (or would have been) the best response. |
|Write a memoir about someone of significance in the student’s life who is different from the student in some way (age, race, gender, etc.). |
|Write a personal essay about how rules have influenced the student’s life. |
| |
|Teacher will model and share examples of literary writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. |
|Write a short story |
|Write a poem that describes what work means to the student. |
|Write a play in which the main character(s) overcomes personal character flaws, weaknesses or circumstances. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 8, 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 90-99 Unit 6 Varying |
|Prewriting Techniques |
|Instruction Book |
|pp. 40-57 Unit 3 Writing |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 14-25 Unit 1 Planning |
|pp. 26-39 Unit 2 |
|Organizing |
|pp. 40-57 Unit 3 Writing |
|WR-HS-1.2.3 |
|In Transactive Writing, |
|Students will communicate relevant information to clarify and justify a specific purpose. |
|Students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals). |
|Students will develop explanations to support the writer’s purpose. |
|Students will synthesize research to support ideas when appropriate. |
|Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal |
|attacks) when appropriate. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of transactive writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces |
|Write and deliver a persuasive speech |
|Write letters to school administrators, representatives, senators, city council, etc. (teacher approved topics) |
|Develop a facility newsletter |
|Journal daily food intake and determine nutritional values, calories, etc. Analyze to see if nutritional requirements are met |
|Construct an operations manual for a piece of equipment (e.g., lawn mower, blender, or wheel chair) |
|Use technology to develop training materials for a presentation |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1 2, 3, 4, 5, 8, 10, 11 |
|II. Scientific 4 |
|IV. Protective 2, 3, 4, 10 |
|V. Mechanical 6, 7 |
|VII. Business Detail 4 |
|X. Humanitarian 3, 4 |
|XI. Leading and Influencing 6 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 14-25 Unit I Planning |
|pp. 40-57 Unit II |
|Organizing |
|Writing Structure |
|To communicate effectively, students should be able to apply knowledge of language and genre structures to organize sentences, paragraphs and whole pieces logically and coherently. |
|WR-HS-2.3.0 |
|Organization: Students will create unity and coherence to accomplish the focused purpose by |
|Engaging the audience |
|Establishing a context for reading when appropriate |
|Communicating ideas and support in a meaningful order |
|Applying transitions and transitional elements to guide the reader through the piece |
|Developing effective closure |
|DOK 3 |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: SKILL |
|Practice in stimulating the reader of listener to consider new perspectives on the addressed ideas or themes |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-HS-2.3.1 |
|In Reflective Writing, |
|Students will engage the interest of the reader. |
|Students will establish a context for the reader. |
|Students will communicate ideas and details in a logical, meaningful order. |
|Students will apply the acceptable format of the genre. |
|Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader. |
|Students will apply effective paragraphing. |
|Students will create effective conclusions. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of reflective writing. |
|Students will: |
|Use the steps in the writing process (e.g., pre-write, draft, revise, edit, publish) to develop reflective pieces |
|Write journal entries that reflect on experiences, feelings, content learning, etc. |
|Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from the Holistic Scoring Guide. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 58-76 Unit 4 Evaluating |
|WR-HS-2.3.2 |
|In Personal Expressive/Literary Writing, |
|Students will engage the interest of the reader. |
|Students will communicate ideas and details in meaningful order. |
|Students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate. |
|Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader. |
|Students will apply effective paragraphing. |
|Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks and shape. |
|Students will create effective conclusions. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of personal writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. |
|Write a personal narrative about a difficult or frightening situation. Describe why/how staying cool and calm was (or would have been) the best response. |
|Write a memoir about someone of significance in the student’s life who is different from the student in some way (age, race, gender, etc.). |
|Write a personal essay about how rules have influenced the student’s life. |
| |
|Teacher will model and share examples of literary writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. |
|Write a short story |
|Write a poem that describes what work means to the student. |
|Write a play in which the main character(s) overcomes personal character flaws, weaknesses or circumstances. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 8, 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
| By Steven Zemelman, Harvey Daniels, and Arthur Hyde Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 14-25 Unit 1 Planning |
|pp. 26-39 Unit 2 |
|Organizing |
|pp. 40-57 Unit 3 Writing |
|Instruction Book |
|pp. 90-99 Unit 6 Varying |
|Prewriting Techniques |
|Instruction Book |
|pp. 40-57 Unit 3 Writing |
|WR-HS-2.3.3 |
|In Transactive Writing, |
|Students will establish a context for reading. |
|Students will apply the accepted format of the genre. |
|Students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose. |
|Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details to guide the reader. |
|Students will apply effective paragraphing. |
|Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate. |
|Students will create effective conclusions. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of transactive writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces |
|Write and deliver a persuasive speech |
|Write letters to school administrators, representatives, senators, city council, etc. (teacher approved topics) |
|Develop a facility newsletter |
|Journal daily food intake and determine nutritional values, calories, etc. Analyze to see if nutritional requirements are met |
|Construct an operations manual for a piece of equipment (e.g., lawn mower, blender, or wheel chair) |
|Use technology to develop training materials for a presentation |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1 2, 3, 4, 5, 8, 10, 11 |
|II. Scientific 4 |
|IV. Protective 2, 3, 4, 10 |
|V. Mechanical 6, 7 |
|VII. Business Detail 4 |
|X. Humanitarian 3, 4 |
|XI. Leading and Influencing 6 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 14-25 Unit I Planning |
|pp. 40-57 Unit II |
|Organizing |
|WR-HS-2.4.0 |
|Sentence Structure: Students will create effective sentences by |
|Applying a variety of structures and lengths |
|Maintaining parallel structure |
|Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate |
|DOK 3 |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: SKILL |
|Mini lessons in conferencing |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-HS-2.4.1 |
|In Reflective Writing, |
|Students will develop sentences of various structures and lengths for effect. |
|Students will maintain parallel structure. |
|Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of reflective writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces |
|Write journal entries that reflect on experiences, feelings, content learning, etc. |
|Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from the Holistic Scoring Guide. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 58-76 Unit 4 Evaluating |
|WR-HS-2.4.2 |
|In Personal Expressive/Literary Writing, |
|Students will develop sentences of various structures and lengths for effect. |
|Students will maintain parallel structure. |
|Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate. |
|Students will arrange poetic language in a meaningful order. |
|Students will apply poetic line breaks effectively. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of personal writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. |
|Write a personal narrative about a difficult or frightening situation. Describe why/how staying cool and calm was (or would have been) the best |
|response. |
|Write a memoir about someone of significance in the student’s life who is different from the student in some way (age, race, gender, etc.). |
|Write a personal essay about how rules have influenced the student’s life. |
| |
|Teacher will model and share examples of literary writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. |
|Write a short story |
|Write a poem that describes what work means to the student. |
|Write a play in which the main character(s) overcomes personal character flaws, weaknesses or circumstances |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 8, 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 90-99 Unit 6 Varying |
|Prewriting Techniques |
|Instruction Book |
|pp. 40-57 Unit 3 Writing |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 14-25 Unit 1 Planning |
|pp. 26-39 Unit 2 |
|Organizing |
|pp. 40-57 Unit 3 Writing |
|WR-HS-2.4.3 |
|In Transactive Writing, |
|Students will develop complete, concise sentences or apply unconventional structures for an intentional effect when appropriate. |
|Students will maintain parallel structure. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of transactive writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces |
|Write and deliver a persuasive speech |
|Write letters to school administrators, representatives, senators, city council, etc. (teacher approved topics) |
|Develop a facility newsletter |
|Journal daily food intake and determine nutritional values, calories, etc. Analyze to see if nutritional requirements are met |
|Construct an operations manual for a piece of equipment (e.g., lawn mower, blender, or wheel chair) |
|Use technology to develop training materials for a presentation |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1 2, 3, 4, 5, 8, 10, 11 |
|II. Scientific 4 |
|IV. Protective 2, 3, 4, 10 |
|V. Mechanical 6, 7 |
|VII. Business Detail 4 |
|X. Humanitarian 3, 4 |
|XI. Leading and Influencing 6 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 14-25 Unit I Planning |
|pp. 40-57 Unit II |
|Organizing |
|Writing Conventions |
|To communicate effectively, students should be able to apply knowledge of language conventions and have control over standard grammar and usage. Students should be able to choose precise language appropriate to the |
|purpose. |
|WR-HS-3.5.0 |
|Language: Students will exemplify effective language choices by |
|Applying correct grammar and usage |
|Applying concise use of language |
|Incorporating strong verbs, precise nouns, concrete details and sensory details |
|Applying language appropriate to the content, purpose and audience |
|DOK 2 |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: SKILL |
|Mini lessons |
|Conferencing |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-HS-3.5.1 |
|In Reflective Writing, |
|Students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect. |
|Students will apply language concisely. |
|Students will incorporate language appropriate to the content, purpose and audience. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of reflective writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces |
|Write journal entries that reflect on experiences, feelings, content learning, etc. |
|Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from the Holistic Scoring Guide. |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Holistic Scoring Guide |
|KDE Writing Portfolio Handbook |
|Marker Papers |
|After the End-Barry Lane |
|Best Practice-New Standards for Teaching and Learning in America’s Schools Society, Steven Zemelman, Arthur A. Hyde, Harvey Daniels |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 58-76 Unit 4 Evaluating |
|WR-HS-3.5.2 |
|In Personal Expressive/Literary Writing, |
|Students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect. |
|Students will incorporate language based on economy, precision, richness or impact on the reader. |
|Students will develop ideas through descriptive or figurative language. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of personal writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. |
|Write a personal narrative about a difficult or frightening situation. Describe why/how staying cool and calm was (or would have been) the best response. |
|Write a memoir about someone of significance in the student’s life who is different from the student in some way (age, race, gender, etc.). |
|Write a personal essay about how rules have influenced the student’s life. |
| |
|Teacher will model and share examples of literary writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. |
|Write a short story |
|Write a poem that describes what work means to the student. |
|Write a play in which the main character(s) overcomes personal character flaws, weaknesses or circumstances Youth Worker/Counselor activities: |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1, 2, 3, 5 |
|II. Scientific 4 |
|IV. Protective 3, 4 |
|V. Mechanical 7 |
|VII. Business Detail 4 |
|XI. Leading and Influencing 3, 4, 8 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
| By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 90-99 Unit 6 Varying |
|Prewriting Techniques |
|Instruction Book |
|pp. 40-57 Unit 3 Writing |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 14-25 Unit 1 Planning |
|pp. 26-39 Unit 2 |
|Organizing |
|pp. 40-57 Unit 3 Writing |
|WR-HS-3.5.3 |
|In Transactive Writing, |
|Students will adhere to standard guidelines for grammar and usage. |
|Students will apply precise word choice. |
|Students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Teacher will model and share examples of transactive writing. |
|Students will: |
|Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces |
|Write and deliver a persuasive speech |
|Write letters to school administrators, representatives, senators, city council, etc. (teacher approved topics) |
|Develop a facility newsletter |
|Journal daily food intake and determine nutritional values, calories, etc. Analyze to see if nutritional requirements are met |
|Construct an operations manual for a piece of equipment (e.g., lawn mower, blender, or wheel chair) |
|Use technology to develop training materials for a presentation |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|I. Artistic 1 2, 3, 4, 5, 8, 10, 11 |
|II. Scientific 4 |
|IV. Protective 2, 3, 4, 10 |
|V. Mechanical 6, 7 |
|VII. Business Detail 4 |
|X. Humanitarian 3, 4 |
|XI. Leading and Influencing 6 |
|XII. Physical Performing 7, 8 |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |
|Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book |
|Instruction Book |
|pp. 14-25 Unit I Planning |
|pp. 40-57 Unit II |
|Organizing |
|WR-HS-3.6.0 |
|Correctness: Students will communicate clearly by |
|Applying correct spelling |
|Applying correct punctuation |
|Applying correct capitalization |
|Incorporating acceptable departure from standard correctness to enhance meaning when appropriate |
|Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources, documenting sources in text and/or on a Works Cited page) |
|DOK 2 |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: SKILL/NEW |
|Mini lessons |
|Conferencing |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Writing Process |
|To communicate effectively, students should engage in the various stages of the writing process including focusing, prewriting, drafting, revising, editing, publishing, and reflecting. The writing process is |
|recursive; different writers engage in the process differently and proceed through the stages at different rates. |
|WR-E-4.7.0 |Connecting to content knowledge |
|Focusing |Connecting with prior learning and experience |
| |Initiating an authentic reason to write |
| |Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write |
|WR-HS-4.8.0 |Establishing a purpose and central/controlling idea or focus |
|Prewriting |Identifying and analyzing the audience |
| |Determining the most appropriate form to meet the needs of purpose and audience |
| |Generating ideas (e.g., mapping, webbing, note taking, interviewing, researching and other writing-to-learn activities) |
| |Organizing ideas – examining other models of good writing and appropriate text structures to match purpose and organize information |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW |
|Mini lessons |
|Conferencing |
|Graphic organizer |
| |
|Youth Worker/Counselor activities: |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-HS-4.9.0 |Writing draft(s) for an intended audience |
|Drafting |Developing topic, elaborating, exploring sentence variety and language use |
| |Organizing writing |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: |
|Students will |
|• Use writing-to-learn strategies during reading to organize information and ideas for writing projects. |
|• Summarize information on Shakespeare or a book from a designated district/facility booklist to provide background for other students to study |
|about a specific book. |
|• Use graphic organizers to compare written text of a particular book with movie versions. |
|• Write letters in on-demand situations to characters in a particular book to persuade them to take action about their situation. |
|• Write critical reviews of a book on the designated booklist. Use writing workshop for conferences and peer reviews of writing process. |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Designated district/booklist |
|WR-HS-4.10.0 |Reflecting to determine where to add, delete, rearrange, define/redefine or elaborate content |
|Revising |Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine or elaborate content |
|(Content/Ideas) |Checking for accuracy of content |
| |Considering voice, tone, style, intended audience, coherence, transitions, pacing |
| |Comparing with rubric criteria and anchor papers/models |
| |Considering effectiveness of language usage and sentences to communicate ideas |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW |
|Demonstrate evidence of a deep awareness of purpose and intended audience |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Revising Skills |Idea Development |
|WR-HS-4.10.0 |Students will narrow topic for selected writing. |
| |Students will compose a topic sentence of a paragraph that is purposefully placed to enhance reader awareness. |
| |Students will select appropriate supporting details relevant to a specific writing category (e.g., dialogue, predictions, findings from research, needed definitions, causes and |
| |effects, comparisons, contrasts, reference to concepts). |
| |Students will delete extraneous/irrelevant materials. |
| | |
| |Organization |
| |Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position. |
| |Students will compose effective and subtle transitions. |
| |Students will develop effective introductions and closures for writing. |
| |Students will apply appropriate usage of parallelism (e.g., word forms, lists, phrases, clauses, sentences, organization, idea development). |
| | |
| |Word Choice |
| |Students will eliminate redundant words and phrases. |
| |Students will apply the most specific word for use in a sentence. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW |
|Mini lessons on conferencing skills |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-HS-4.11.0 |Checking for correctness with self, teacher or peer(s) |
|Editing |Language usage |
|(Conventions and Mechanics) |Sentence structure |
| |Spelling |
| |Capitalization |
| |Punctuation |
| |Documentation of sources |
| |Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks) |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW |
|Edit for correctness |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|Editing Skills |Language Usage |
|WR-HS-4.11.0 |Students will apply knowledge of subject/verb agreement with both singular and plural subjects. |
| |Students will apply knowledge of present, past and future tenses. |
| |Students will apply knowledge of comparative and superlative forms of adjectives and adverbs. |
| |Students will apply knowledge of special problems in usage, (e.g., a/an, to/two/ too, their/ there/ they’re), pronoun references and double negatives. |
| |Students will apply knowledge of idiomatic expressions. |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW |
|Edit and revise to improve the quality of the composition through the use of model lessons and conferencing |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
| By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
| |Sentence Structure |
| |Students will correct run-on and awkward sentences. |
| |Students will correct sentence fragments. |
| |Students will combine short, choppy sentences effectively. |
| |Students will combine simple sentences by using subordination and coordination. |
| |Students will correct sentences with misplaced and/or dangling modifiers. |
| |Spelling |
| |Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words. |
| |Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words. |
| |Students will apply knowledge of spelling patterns, generalizations and rules to contractions. |
| |Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings. |
| |Capitalization |
| |Students will capitalize proper nouns (e.g., names, days, months). |
| |Students will capitalize the beginning of sentences. |
| |Students will capitalize the pronoun “I”. |
| |Students will capitalize proper adjectives. |
| |Students will capitalize first word in a quote when appropriate. |
| |Students will capitalize the first word and every succeeding main word in a title. |
| |Punctuation |
| |Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences. |
| |Students will use commas in a series, a date, a compound sentence, the greeting and closing of a letter. |
| |Students will correctly apply the rules of punctuation for commas in appositives, direct address and introductory phrases and clauses. |
| |Students will correctly apply the rules of punctuation for apostrophes in possessives and letters and numbers of omission. |
| |Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms. |
| |Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences. |
| |Students will correctly apply the rules of punctuation for colons in introducing a list and in a business letter greeting. |
| |Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes. |
| |Documentation |
| |Students will document use of sources with a format acceptable to the discipline (e.g., MLA, APA). |
|WR-HS-4.12.0 |Sharing final piece with intended audience |
|Publishing | |
|GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW |
|Edit and revise to improve the quality of the composition through the use of model lessons and conferencing. |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
|WR-HS-4.13.0 |Reflecting upon |
|Reflecting |Progress, growth and goals as a writer |
| |Literacy skills |
| |Who or what has influenced progress and growth |
| |Approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing, outlining) |
|Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW |
|Reflection piece in portfolio which reflects growth as a writer |
|Career Major skills and abilities connected to activities may include but are not limited to the following: |
|All Career Majors |
|Resources may include but are not limited to the following: |
|Analytical Scoring Guide |
|Kentucky Writing Handbook |
|Anchor Papers |
|After the End-Barry Lane |
|Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 |
|By Steven Zemelman, Harvey Daniels, and Arthur Hyde |
Bloom’s Taxonomy
|Competence |Skills Demonstrated |
|Knowledge |observation and recall of information |
| |knowledge of dates, events, places |
| |knowledge of major ideas |
| |mastery of subject matter |
| |Question Cues: |
| |list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. |
|Comprehension |understanding information |
| |grasp meaning |
| |translate knowledge into new context |
| |interpret facts, compare, contrast |
| |order, group, infer causes |
| |predict consequences |
| |Question Cues: |
| |summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend |
|Application |use information |
| |use methods, concepts, theories in new situations |
| |solve problems using required skills or knowledge |
| |Questions Cues: |
| |apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover |
|Analysis |seeing patterns |
| |organization of parts |
| |recognition of hidden meanings |
| |identification of components |
| |Question Cues: |
| |analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer |
|Synthesis |use old ideas to create new ones |
| |generalize from given facts |
| |relate knowledge from several areas |
| |predict, draw conclusions |
| |Question Cues: |
| |combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite |
|Evaluation |compare and discriminate between ideas |
| |assess value of theories, presentations |
| |make choices based on reasoned argument |
| |verify value of evidence |
| |recognize subjectivity |
| |Question Cues |
| |assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize |
MIDDLE SCHOOL
Writing Vocabulary
purpose
audience
suitable tone
voice
relevant elaboration
unity
coherence
context
transition
effective closure
concrete / sensory details
documentation citing
Reflective Writing
Letter to Reviewer
Writing Process
(prewriting
(drafting
(revising
Personal Writing
memoir
personal essay
narrative
first person point of view
dialogue
irony
anecdote
editing
diagrams
publishing
Literary Writing
understatement
aside
metaphor
comedy
suspend
horror
parody
Transactive Writing
Letters articles
Proposal speeches
Brochure editorials
English/Language Arts Glossary
Authentic: Real, genuine, and actual communications with real people (e.g., letters to editor of an actual newspaper).
Blending: Combining sounds to make words.
Classic texts: Literary or other works that have been canonized, either continuously or intermittently, over a period of time.
Concrete poetry: Poems shaped like objects they describe.
Contemporary texts: Literary or other works that have been written in recent years; they frequently address issues and events of current concern to a given community, but may also be broader in scope.
Context: Sounds, words, or phrases adjacent to a spoken or written language unit; social or cultural situation in which a spoken or written message occurs.
Conventions: Accepted practices in spoken or written communication (e.g., mechanics, formatting, grammar).
Correctness: Acceptable qualities in writing features such as spelling, punctuation, and capitalization.
Cues: Various sources of information used by readers to construct meaning, including relationships between oral and written language (graphophonic) and among linguistic units (syntactic) and language meaning systems (semantic).
Decode: To analyze spoken or graphic symbols of familiar languages to ascertain their intended meaning.
Delivery techniques: Ways materials are presented to audiences that include both verbal and nonverbal elements.
Directionality: Patterns of reading text (e.g., left to right; top to bottom; front to back).
Expressive writing: Creation that reveals or explores authors’ thoughts, feelings, and observations.
Environmental text: Printed language that appears in everyday situations (e.g., road signs, food labels, fast food signs).
Fiction: Imaginative literary, oral, or visual works representing invented, rather than actual, persons, places, and events.
Figurative language: Any language using figures of speech, such as metaphor or hyperbole to create multiple or intensified meanings.
Genre: Category used to classify literary and other works, usually by form, technique, or content (e.g., short stories, drama, poetry, novels, and essays).
Imagery: Use of language to create sensory impressions; collectively, the figurative language in a work.
Informational material: Writing intended to share information with audiences (e.g., biographies, autobiographies, periodicals).
Inquiry: Investigations through a variety of sources.
Literary (story) elements: Components of expressive writing (e.g., characters, setting, conflict/ resolution, theme, point of view).
Literary techniques: Strategies authors use to convey or enhance expressive writing (e.g., figurative language, foreshadowing, and characterization).
Multimedia: Incorporating or making use of more than one medium. For instance, multimedia inquiry projects might include written reports, photographs, computer- generated charts, and audio taped interviews.
Nonprint source: Resources that do not have written text (e.g., signs, speeches, electronic media, interviews).
Nonverbal elements: All aspects of oral communication other than word choice (e.g., gestures, facial expressions, tone, volume, rate).
Organizational signals/aids: Those included in print to help readers understand text (e.g., bullets, bold print, graphics, headings, lists, embedded visuals, graphs).
Personal writing: Writing that is based on personal experiences (e.g., personal narratives, memoirs, personal essays).
Persuasive writing: Writing that convinces others to believe or do something (e.g., editorials, articles, advertisements, essays, speeches).
Practical/workplace writing: Writing to help readers perform everyday tasks (e.g., warranties, recipes, forms, memoranda, consumer texts, and manuals).
Reading strategies: Techniques to both decode text and enhance comprehension (e.g., word analysis, rereading, context clues, pre-reading, raising questions, predicting, drawing conclusions, skimming, scanning).
Reflective writing: Writing in which the author considers events or processes to evaluate what has been learned.
Segmenting: Dividing words into sounds.
Semantic: The meaning of words.
Speaking-to-demonstrate-learning: Oral communication that assesses learning (e.g., instructional conversations, cooperating groups).
Speaking-to-learn: Oral communication that aids in the learning process (e.g., thinking-aloud, questioning).
Story structure: Format of formal writing.
Style: Authors’ use of language, its effects, and its appropriateness to the author’s intent and theme.
Syllabification: Identifying or recognizing parts of words.
Syntax: Word structure relationships among linguistic units such as prefixes and suffixes.
Technology: Electronic and other devices used to enhance communication (e.g., videos, computers, TV, radio, telephone).
Text: Printed communications in their varied forms, oral communication, and visual communications such as films and computer displays.
Text features: Visual techniques that enhance readers’ understanding of print, including organizational signals and aids.
Transactive: Writing produced for authentic purposes and audiences beyond completing an assignment to demonstrate learning.
Verbal elements: Choice of spoken language.
Writing Process: The many aspects of the complex act of producing written communication; specifically, planning, drafting, revising, editing, and publishing.
Writing-to-demonstrate-learning: Writing that assesses learning (e.g., open response, essay tests).
Writing-to-learn: Writing that aids in the learning process (learning logs, journals, note taking, reflective response)
English/Language Arts Teacher Resources
Publications: Books
Atwell, Nancie. Side By Side Essays on Teaching to
Learn. Concord, MA: Irwin Publishing, 1991.
Atwell, Nancie. In the Middle. Portsmouth, NH:
Boynton/Cook Publishers, 1987.
Beck, Isabel L., Margaret G. McKeown, Rebecca
Hamilton and Linda Kucan. Questioning the
Author, An Approach for Enhancing Student
Engagement with Text. Newark, DE: International
Reading Association Inc. 1997.
Belanoff, Pat, and Marcia Dickson. Portfolios Process
and Product. Portsmouth, NH: Boynton/ Cook
Publishers, 1991.
Best Practices, "New Standards for Teaching and
Learning in American Schools" K-12 By Steven
Zemelman, Harvey Daniels, and Arthur Hyde
Calkins, Lucy McCormick. Raising Lifelong Learners.
Reading, MA: Addison-Wesley, 1997.
Children’s Book Council. Kids’ Favorite Books.
Newark: International Reading Association, 1992.
Classroom Strategies for Secondary Reading. Edited
by W. John Harker. Newark, DE: International
Reading Association, 1987.
The College Board. Making Sense. Edited by Anne
Chapman. New York: College Board Publications,
1992.
College of William and Mary Center for Gifted Studies,
National Language Arts Curriculum Project for High
Ability Learners (Javits): A Curriculum Framework
in Language Arts for High Ability Learners (k-8),
Literature of the 1940’s: A Decade of Change
(Grades 7-9), Threads of Change in19th-Century
American Literature (Grades 7-9).
Crafton, Linda K. Standards in Practice Grades K-2.
Urbana, IL: National Council of Teachers of English,
1996.
Devers III, William J., and James Cipielewski. Every
Teacher’s Thematic Booklist. New York: Scholastic
Professional Books, 1993.
Effective Teaching of Reading: Research and Practice.
Edited by James V. Hoffman. Newark, DE:
International Reading Association, 1986.
Elliot, Peggy G., and Carl B. Smith. Reading Activities
for Middle and Secondary Schools. New York:
Teachers College Press, 1986.
English/Language Arts Curriculum Resource
Handbook: A Practical Guide for K-12
English/Language Arts Curriculum.
United States: Kraus International Publications,
1992.
Exemplar Series Grades 6-8. Edited by Miles Myers
and Elizabeth Spalding. Urbana, IL: National
Council of Teachers of English, 1997.
Fact and Fiction: Across the Curriculum. Edited by
Bernice E. Cullinan. Newark, DE: International
Reading Association, 1993.
Fountas, Irene, and Gay Pinnell. Guided Reading:
Good First Teaching for all Children. Portsmouth,
NH: Heinemann, 1996.
Goodman, K.S. In Defense of Good Teaching: What
Teachers Need to Know About the “Reading
Wars.” York, ME: Stenhouse Publishers, 1998.
Hansen, Jane. When Writers Read. Portsmouth, NH.
Heinemann Educational Books, Inc., 1987.
Invitation to Read. Edited by Bernice E. Cullinan.
Newark, DE: International Reading Association,
1992.
Karnes, Frances, and Tracy Riley. Competitions:
Maximizing Your Abilities. Waco, TX: Prufrock
Press, 1996.
Kentucky Writing Handbook, Kentucky Department of Education,
2007
Krogness, Mary Mercer. Just Teach Me Mrs. K.
Portsmouth, NH: Heinemann, 1995.
Kucer, Stephen B., Cecilia Silva, and Esther L. Delgado-
Larocco. Curricular Conversations, Themes in
Multilingual and Monolingual Classrooms. York,
ME: Stenhouse Publishers, 1995.
Lane, Barry. After the End, Teaching and Learning
Creative Revision. Portsmouth: Heinemann
Publishing, 1993.
Lively Discussions, Fostering Engaged Reading.
Edited by Linda B. Gambrell and Janice F. Almasi.
Newark, DE: International Reading Association,
1996.
Manning, Maryann Murphy, and Gary L. Manning.
Reading Instruction in the Middle School.
Washington, D C: National Education Association
Publication, 1979.
McMahon, Susan I. and Taffy E. Raphael. The Book
Club Connection, Literacy Learning And Classroom
Talk. New York: Teachers College Press, 1997.
Moffett, James, and Betty Jane Wagner. Student-
Centered Language, Arts, K-12. Portsmouth, NH:
Boynton/Cook Publishers, 1992.
Moss, Joy F. Using Literature in the Middle Grades: A
Thematic Approach. Urbana, IL: National Council
of Teachers of English, 1996.
Motivating Writing in Middle School. Standards
Consensus Series. Urbana, IL: National Council of
Teachers of English, 1996.
Norton, Donna E. Through the Eyes of a Child – An
Introduction to Children’s Literature. Englewood
Cliffs, NJ: Prentice Hall, Inc., 1995.
Pearson, P. David, and Dale D. Johnson. Teaching
Reading Comprehension. New York: Holt,
Rinehart, and Winston, 1978.
Peer Talk in the Classroom Learning from Research.
Edited by Jeanne R. Paratore and Racheal L.
McCormack. Newark, DE: International Reading
Association, 1997.
The Reading Teacher A Journal of the International
Reading Association. Nancy Padak, Timothy
Rasinski, Editor. Kent State University, Kent Ohio.
Research & Professional Resources in Children’s
Literature: Piecing A Patchwork Quilt. Edited by
Kathy G. Short. Newark, DE: International Reading
Association, 1995.
Routman, Regie. Invitations Changing as Teachers
and Learners K-12. Portsmouth, NH: Irwin
Publishing, 1991.
Routman, R. Literacy at the Crossroads: Crucial Talk
About Reading, Writing and Other Teaching
Dilemmas. Portsmouth, NH: Heinemann, 1996.
Sandholtz, Judith Haymore, Cathy Ringstaff, and
David C. Dwyer. Teaching with Technology. New
York: Teachers College Press, 1996.
Shuman, Robert Baird. Strategies in Teaching
Reading. Washington DC: National Education
Association of the United States, 1978.
Sierra-Perry, Martha. Standards in Practice Grades
3-5. Urbana, IL: National Council of Teachers of
English, 1996.
Smagorinsky, Peter. Standards in Practice Grades
9-12. Urbana, IL: National Council of Teachers of
English, 1996.
Standards Exemplar Series, Assessing Student
Performance Grades 9-12. Edited by Miles Myers
and Elizabeth Spalding. Urbana, IL: National
Council of Teachers of English, 1997.
Standards for the Assessment of Reading and Writing.
Newark, DE: International Reading Association
and National Council of Teachers of English, 1994.
Tallent-Runnels, Mary and Candler-Lotven. Academic
Competitions for Gifted Students: A Resource
Book for Teachers and Parents. Newbury Park, CA:
Corwin Press, 1996.
Teaching Literature in Middle School: Fiction.
Standards Consensus Series. Urbana, IL: National
Council of Teachers of English, 1996.
Teaching Reading and Literature, Grades 4-6.
Standard Consensus Series. Edited by Jennifer
Wilson. Urbana, IL: National Council of Teachers of
English, 1997.
Teaching Reading and Literature in Early Elementary
Grades. Standards Consensus Series. Edited by
Jennifer Wilson. Urbana, IL: National Council of
Teachers of English, 1997.
Teaching Reading With the Other Language Arts.
Edited by Ulrich H. Hardt. Newark, DE:
International Reading Association, 1983.
Teaching the Writing Process in High School.
Standards Consensus Series. Urbana, IL: National
Council of Teachers of English, 1995.
The Reading Teacher A Journal of the International
Reading Association. Nancy Padak, Timothy
Rasinski, Editor. Kent State University, Kent Ohio.
Trelease, Jim. The Read Aloud Handbook, New York:
Penguin Books, 1995.
Teaching Literature in High School: The Novel.
Standards Consensus Series. Urbana, IL: National
Council of Teachers of English, 1995.
Standards for the English Language Arts. Urbana, IL
and Newark, DE: International Reading Association
& National Council of Teachers of English, 1996.
Using Nonfiction Trade Books in the Elementary
Classroom From Ants To Zeppelins. Edited by
Evelyn B. Freeman and Diane Goetz Person.
Urbana, IL: National Council Teachers of
English, 1989.
Van Tassel-Baska, Joyce et.al. Developing Verbal
Talent: Ideas and Strategies for Teachers of
Elementary and Middle School Students. Needham
Heights, MA: Allyn & Bacan 1996.
Weaver, C. ed. Reconsidering a Balanced Approach to
Reading. Urbana, IL: National Council of Teachers
of English, 1997.
Wilhelm, Jeffrey D. Standards in Practice Grades 6-8.
Urbana, IL: National Council of Teachers of English,
1996.
Writing and Reading to Learn. Edited by Nea Stewart-
Dore. Portsmouth, NH: Heineman, 1987.
Publications: Periodicals
Journal of Adolescent & Adult Literacy A Journal of
The International Reading Association. Norman J.
Unrau, Editor. California State University, Los
Angeles, California.
Language Arts National Council of Teachers of
English, Dudley Marling, Sharon Murphy, Editors.
York University, Toronto, Ontario, Canada.
Primary Voices K-6 National Council of Teachers of
English, Kathy Meyer Reimer, Diane Stephens, and
Jennifer Story, Editors.
Reading Research Quarterly A Journal of the
International Reading Association, John Readence,
Diane Barone, Editors. University of Nevada, Las
Vegas, Nevada.
Internet Resources
The Alphabet Superhighway
American Library Association/Association for Library
Service to Children
America Reads Challenge
Authors Mentoring Authors On-Line A Writing
Workshop
Bank Street College
Children’s Book Council
Children’s Literature Web Guide
ERIC Clearinghouse on Reading, English, and
Communication
Homework Central English/Language Arts
/ibm.html
Kathy Schrock’s Guide for Educators
Literacy Volunteers of America
National Council of Teachers of English
National Institute for Literacy
Reading On-Line
Videos
Incorporating Broad Based Thematic Units in the
Curriculum, Western KY University Center for Gifted
Studies, (program 2), 11:36 minutes.
Incorporating Critical Thinking Skills into the
Curriculum, Western KY University Center for
Gifted Studies, (program 3), 1:44 minutes.
Incorporating Creative Thinking Skills into the
Curriculum, Western KY University Center for
Gifted Studies, (program 4), 20:44 minutes.
Opening Up the Curriculum Getting Rid of the Ceiling,
Western KY University Center for Gifted Studies,
(program 1), 11:46 minutes.
Professional Organizations
American Library Association (ALA) 50 East Huron
Street, Chicago, IL 60611, (312) 280-2162
Carnegie Center for Learning and Literacy 251 West
Second Street, Lexington, KY, (859) 254-4175
Center for the Improvement of Early Reading
Achievement (CIERA) 610 E University Ave, Rm.
1600 SEB, Ann Arbor, MI, 48109- 1259,
(734) 647-6940
International Reading Association 800 Barksdale
Road, P.O. Box 8139, Newark, DE, 19714-8139,
(302) 731-1600
Kentucky Communication Association Alyce Grover,
Somerset Community College, 808 Monticello,
Somerset, KY, 42501 (606) 679-8501
Kentucky Council of Teachers of English/Language
Arts (KCTE/LA) Angela Hiltebrand, Morehead
State University, Morehead, KY, 40351
(606) 783-2426
Kentucky Reading Association (KRA) Shirley Long
Eastern Kentucky University, 112 Bert Combs
Building, Richmond, KY, 40475
(859) 622-2960
National Council of Teachers of English 1111 H Kenyon
Road, Urbana, IL, 61801-1096,
(800) 369-6283
National Center for Family Literacy 325 West Main
Street, Suite 200, Louisville, KY, 40202,
(502) 584-1133
National Research Center on English Learning &
Achievement (CELA). University at Albany, State
University of New York, 1400 Washington Avenue,
Albany, New York, 12222,
(518) 442-5026
High School Resources
Critical Vocabulary Writing High School
purpose
audience
suitable tone
voice
relevant elaboration
unity
coherence
context
transition
effective closure
concrete / sensory details
documentation citing
Reflective Writing
Letter to Reviewer
Writing Process
prewriting
drafting
revising
editing
publishing
Personal Writing
memoir
personal essay
narrative
first person point of view
dialogue
irony
anecdote
diagrams
Literary Writing
understatement
aside
metaphor
comedy
suspend
horror
parody
Transactive Writing
letters
speeches
editorials
articles
proposal
brochure
High School English/Language Arts
English I: Traditional Model
Student Resources
What roles do heroes play in our society?
Allende, Isabel. “Uncle Marcos”
Angelou, Maya. I Know Why the Caged Bird Sings
Atwood, Margaret. “Siren Song”
Dickens, Charles. Fragments of an Autobiography
Heyerdahl, Thor. Kon-Tiki
Homer, The Odyssey
Keller, Helen. The Miracle Worker
Millay, Edna. “An Ancient Gesture”
Sandburg, Carl. Lincoln
Stuart, Jesse. “Split Cherry Tree”
Tennyson, Alfred Lord. “The Lotus Eaters”
Thurber, James. “The Secret Life of Walter Mitty”
Twain, Mark. Life on the Mississippi
Uchida, “Of Dry Goods and Bobsticks”
What are the dreams of youth and what happens as a result of those dreams?
Burns, Robert. “Jo Anderson My Jo”
Burns, Robert. “A Red, Red Rose”
Callaghan, Morley. “All the Years of Her Life”
Dickens, Charles. Great Expectations
Hughes, Langston. “A Dream Deferred”
Hughes, Langston. “Dreams”
King, Martin. “I Have a Dream”
LeGuin, Ursula. “Gwilan’s Harp”
Parker, Dorothy. “Solace”
Shakespeare, William. Romeo and Juliet
Shakespeare, William. “Seven Ages of Man”
Stockton, Frank. “The Lady or the Tiger”
What makes people and cultures unique?
Connell, Richard. “Most Dangerous Game”
DeMaupassant, Guy. “The Necklace”
Giles, Janice Holt. The Believers
Hurst, James. “The Scarlet Ibis”
Least Moon, William. “Nameless Tennessee”
Lindbergh, Ann. “Sayonara”
Petrakis, Mark. “A Whole Nation and a People”
Poe, Edgar. “The Cask of the Amontillado”
Tan, Amy. The Joy Luck Club
West, Jessamyn. “The Pacing Goose”
High School English/Language Arts
English II: Traditional Model
Student Resources
How does geography shape societies’ views of themselves and the world?
The Awakening of Osiris
Bhagavad Gita
The Book of the Dead
Confucius, The Analects
The Epic of Gilgamesh
Genesis 1-3 (The Creation and the Fall)
Genesis 6-9 (The Story of the Flood)
“I Think I’ll Go Home and Lie Very Still”
Mahabharata
Psalms 8, 19, 137
The Rig Veda
Ruth
I Samuel 17 (David and Goliath)
T’ao Ch’en. Book of Songs
Upanishad
“The Voice of the Swallow, Flittering, Calls to Me”
“Your Love, Dear Man, Is As Lovely to Me”
How do spiritual beliefs affect one’s perception of himself and others?
Christianity - Genesis 1-3 (“The Creation and the Fall”)
New Testament parables
Well, Simone. What’s So Amazing about Grace?
Judaism - The Book of Ruth
Islam - The Koran (“The Opening,” “Power,” “Daybreak”)
Hinduism - Upanishad (“The Mystery of Brahman”)
Mahabharata (“Sibi”)
Buddhism - Kenko. “Essays in Idleness”
Confucianism-The Analects
The Book of Songs
Taoism - Hoff, Benjamin. The Tao of Pooh
Shintoism - Zeami. The Deserted Crone
Native American Spirituality - Chief Seattle. American Indian Stories
How do literature, theatre, art, music, and architecture reflect values of society?
Alighieri, Dante. The Divine Comedy
The Arthur Legend
Boccaccio, Giovanni. Decameron
Chekhov, Anton. “The Bet”
Crane, Stephen. The Red Badge of Courage
de Maupassant, Guy. “The Necklace”
Euripedes. Medea
Homer. The Iliad
Machiavelli, Niccolo. The Prince
Mason, Bobbie Ann. In Country
Ovid, Metamorphoses
Plato. The Apology
Rojas, Manuel. “The Glass of Milk”
Shakespeare, William. Julius Caesar
Shakespeare, William. The Taming of the Shrew
The Siegfreid Legend
Sophocles. Antigone
Sophocles. Oedipus Rex
The Song of Roland
Tacitus. Annals
Thucydides. History of the Peloponnesian War
Tolstoy, Leo. “How Much Land Does a Man Need?”
Virgil. Aeneid
Whitman, Walt. Leaves of Grass
Wordsworth, William. “Ode: Intimations on Immortality”
How does internal conflict affect relationships and society?
Brancato, Robin. Fourth of July
Brancato, Robin. Furlough 1944
Greene, Bette. An Ordinary Woman
Knowles, John. A Separate Peace
Milosz, Czeslaw. A Song on the End of the World
Peck, Richard. Priscilla and the Wimp
Poe, Edgar. “The Tell Tale Heart”
Stockton, Frank. “The Lady or The Tiger”
Strasser, Todd. On The Bridge
Strasser, Todd. The Wave
How can we break through barriers of prejudice to promote tolerance?
Helgi, Ursula. Stones from the River
Lee, Harper. To Kill a Mockingbird
Steinbeck, John. Of Mice and Men
High School English/Language Arts
English III: Traditional Model
Student Resources
How do early American writings help us understand ourselves and our society?
Benet, Stephen. “We Aren’t Superstitious”
Earle, Alice Morse. Life in Colonial New England
Fleischer, Jane. Pontiac: Chief of the Ottawas
Fleischer, Jane. Tecumseh: Shawnee War Chief
Hawthorne, Nathaniel. “The Minister’s Black Veil”
Hawthorne, Nathaniel. The Scarlet Letter
Hawthorne, Nathaniel. “Young Goodman Brown”
Jassem, Kate. Chief Joseph: Leader of Destiny
Joseph, Chief. “I Will Fight No More”
Kennedy, John F. A Nation of Immigrants
Michener, James. Hawaii
Miller, Arthur. The Crucible
Seattle, Chief. “This We Know”
Tunis, Edsin. Indians
How did persuasive techniques affect development of early American societies?
Edwards, Jonathan. “Sinners in the Hands of an Angry God”
Franklin, Benjamin. Poor Richard’s Almanac
Henry, Patrick. “Speech to the Virginia Convention”
How does Romantic literature reflect American culture of that time?
Cooper, James. Leatherstocking Tales
Hawthorne, Nathaniel. The House of Seven Gables
Irving, Washington. “The Devil and Tom Walker”
Poe, Edgar. “The Bells”
Poe, Edgar. “Annabelle Lee”
Poe, Edgar, “The Raven”
How did writings of the mid-19th to early 20th centuries lead to modern literature?
Chopin, Kate. The Awakening
Crane, Stephen. The Red Badge of Courage
Crane, Stephen. War Is Kind.
Fitzgerald, F. Scott. The Great Gatsby
Frazier, Charles. Cold Mountain
Hemingway, Ernest. The Old Man and the Sea
Hunt, Irene. Across Five Aprils
Kantor, MacKinley. Andersonville
Lincoln, Abraham. “Gettysburg Address”
Mitchell, Margaret. Gone with the Wind
Santoli, Al. Everything We Had: An Oral History of the Vietnam War by Thirty-Three American
Soldiers
Steinbeck, John. The Grapes of Wrath
Steinbeck, John. Of Mice and Men
Stowe, Harriet. Uncle Tom’s Cabin
Twain, Mark. Adventures of Huckleberry Finn
High School English/Language Arts
English IV: Traditional Model
Student Resources
How does literature reflect time periods, cultures, and writing styles of British and contemporary?
writers?
Austen, Jane. Pride and Prejudice
Beowulf
Bunyan, John. The Pilgrim’s Progress
Burney, Fanny. Evelina
Burns, Robert. To A Mouse
Carroll, Lewis. Alice in Wonderland
Chaucer, Geoffrey. The Canterbury Tales
Dickens, Charles. Hard Times
Golding, William. Lord of the Flies
Knowles, John. A Separate Peace
Lawrence, D. H. “The Rocking Horse Winner”
Milton, John. Paradise Lost
Shakespeare, William. Hamlet
Shakespeare, William. Macbeth
Shaw, G. B. Pygmalion
Swift, Jonathan. Gulliver’s Travels
Swift, Jonathan. “A Modest Proposal”
Thomas, Dylan. “Do Not Go Gentle Into That Good Night”
Trevelyn, George. Social History of England
(Elizabethan literature)
folger.edu (literature)
How do reading and writing impact my preparation for college and career choices?
Downey, Lynn. “Levi Strauss: A Biography”
Fanthorpe, U.A. “You Will Be Hearing from Us Shortly”
Ferguson, J.G. Encyclopedia of Careers and Vocational Guidance
Herriot, James. All Things Bright and Beautiful
Kasparov, Garry. Unlimited Challenge
Meir, Golda. My Life
Miller, Arthur. Death of a Salesman
Prevert, Jacques. “To Paint the Portrait of a Bird”
(scholarships)
(colleges)
How do consumer publications help me become a better evaluator and user of products?
money (Money Magazine)
(geographic)
(CondeNast)
HYPERLINK
What are appropriate avenues to express opinions to various audiences?
Ravitch, Diane, ed. Democracy Reader, Diane Ravitch, ed.
(Martin L. King speeches)
High School English/Language Arts
Nontraditional Models
Student Resources
Alighieri, Dante. The Inferno
Angelou, Maya. I Know Why the Caged Bird Sings
Angelou, Maya. I Shall Not be Moved
Bishop, Jim. The Day Lincoln Was Shot
Carroll, Lewis. Alice in Wonderland
Chaucer, Geoffrey. Canterbury Tales
Chopin, Kate. The Awakening
Christie, Agatha. And Then There Were None
Cisneros, Sandra. The House on Mango Street
Clark, Walter. The Ox-Bow Incident
Clarke, Arthur. 2001: A Space Odyssey
Coleridge, Samuel. “Kubla Kahn”
Conrad, Joseph. Heart of Darkness
Crane, Stephen. Red Badge of Courage
Cummings, E. E. Collected Poems
Dickens, Charles. Great Expectations
Dickens, Charles. Hard Times
Dickens, Charles. Oliver Twist
Dickinson, Emily. Complete Poems
Eliot, T. S. The Wasteland
Faulkner, Robert. All the King’s Men
Galarza, Ernesto. Barrio Boy
Golding, William. Lord of the Flies
Hansberry, Lorraine. A Raisin in the Sun
Hanson-Harding, Alexandra. Great American Speeches
Hawking, Stephen. A Brief History of Time
Hawthorne, Nathaniel. The Scarlet Letter
Hemingway, Ernest. For Whom the Bell Tolls
Hemingway, Ernest. The Old Man and the Sea
Highwater, Jamake. I Wear the Morning Star
Hilton, James. Goodbye, Mr. Chips
Hohler, Robert. “I Touch the Future...”
Ibsen Henrik. A Doll’s House
Kafka, Franz. “Metamorphosis”
Kennedy, John. Profiles in Courage
King, Martin. “I Have a Dream”
Kinsella, W. P. Shoeless Joe
Knowles, John. A Separate Peace
Lee, Harper. To Kill a Mockingbird
Lincoln, Abraham. “Gettysburg Address”
Longfellow, Henry. Evangeline
Malory, Thomas. Morte d’Arthur
English/Language Arts Glossary
Authentic: Real, genuine, and actual communications with real people (e.g., letters to editor of an actual newspaper).
Blending: Combining sounds to make words.
Classic texts: Literary or other works that have been canonized, either continuously or intermittently, over a period of time.
Concrete poetry: Poems shaped like objects they describe.
Contemporary texts: Literary or other works that have been written in recent years; they frequently address issues and events of current concern to a given community, but may also be broader in scope.
Context: Sounds, words, or phrases adjacent to a spoken or written language unit; social or cultural situation in which a spoken or written message occurs.
Conventions: Accepted practices in spoken or written communication (e.g., mechanics, formatting, grammar).
Correctness: Acceptable qualities in writing features such as spelling, punctuation, and capitalization.
Cues: Various sources of information used by readers to construct meaning, including Relationships between oral and written language
(graphophonic) and among linguistic units (syntactic) and language meaning systems (semantic).
Decode: To analyze spoken or graphic symbols of familiar languages to ascertain their intended meaning.
Delivery techniques: Ways materials are presented to audiences that include both verbal and nonverbal elements.
Directionality: Patterns of reading text (e.g., left to right; top to bottom; front to back).
Expressive writing: Creation that reveals or explores authors’ thoughts, feelings, and observations.
Environmental text: Printed language that appears in everyday situations (e.g., road signs, food labels, fast food signs).
Fiction: Imaginative literary, oral, or visual works representing invented, rather than actual, persons, places, and events.
Figurative language: Any language using figures of speech, such as metaphor or hyperbole to create multiple or intensified meanings.
Genre: Category used to classify literary and other works, usually by form, technique, or Content (e.g., short stories, drama, poetry, novels, essays).
Imagery: Use of language to create sensory impressions; collectively, the figurative language in a work.
Informational material: Writing intended to share information with audiences (e.g., biographies, autobiographies, periodicals).
Inquiry: Investigations through a variety of sources.
Literary (story) elements: Components of expressive writing (e.g., characters, setting, conflict/ resolution, theme, point of view).
Literary techniques: Strategies authors use to convey or enhance expressive writing (e.g., figurative language, foreshadowing, characterization).
Multimedia: Incorporating or making use of more than one medium. For instance, multimedia inquiry projects might include written reports, photographs, computer- generated charts, and audio taped interviews.
Nonprint source: Resources that do not have written text (e.g., signs, speeches, electronic media, interviews).
Nonverbal elements: All aspects of oral communication other than word choice (e.g., gestures, facial expressions, tone, volume, rate).
Organizational signals/aids: Those included in print to help readers understand text (e.g., bullets, bold print, graphics, headings, lists, embedded visuals, graphs).
Personal writing: Writing that is based on personal experiences (e.g., personal narratives, memoirs, personal essays).
Persuasive writing: Writing that convinces others to believe or do something (e.g., editorials, articles, advertisements, essays, speeches).
Practical/workplace writing: Writing to help readers perform everyday tasks (e.g., warranties, recipes, forms, memoranda, consumer texts, manuals).
Reading strategies: Techniques to both decode text and enhance comprehension (e.g., word analysis, rereading, context clues, pre-reading, raising questions, predicting, drawing conclusions, skimming, scanning).
Reflective writing: Writing in which the author considers events or processes to evaluate what has been learned.
Segmenting: Dividing words into sounds.
Semantic: The meaning of words.
Speaking-to-demonstrate-learning: Oral communication that assesses learning (e.g., instructional conversations, cooperating groups).
Speaking-to-learn: Oral communication that aids in the learning process (e.g., thinking- aloud, questioning).
Story structure: Format of formal writing.
Style: Authors’ use of language, its effects, and its appropriateness to the author’s intent and theme.
Syllabification: Identifying or recognizing parts of words.
Syntax: Word structure relationships among linguistic units such as prefixes and suffixes.
Technology: Electronic and other devices used to enhance communication (e.g., videos, computers, TV, radio, telephone).
Text: Printed communications in their varied forms, oral communication, and visual Communications such as films and computer displays.
Text features: Visual techniques that enhance readers’ understanding of print, including Organizational signals and aids.
Transactive: Writing produced for authentic purposes and audiences beyond completing an assignment to demonstrate learning.
Verbal elements: Choice of spoken language.
Writing Process: The many aspects of the complex act of producing written communication; specifically, planning, drafting, revising, editing, and publishing.
Writing-to-demonstrate-learning: Writing that assesses learning (e.g., open response, essay tests).
Writing-to-learn: Writing that aids in the learning process (learning logs, journals, note taking, reflective response).
English/Language Arts Teacher Resources
Publications: Books
Atwell, Nancie. Side By Side Essays on Teaching to Learn. Concord,
MA: Irwin Publishing, 1991.
Atwell, Nancie. In the Middle. Portsmouth, NH:
Boynton/Cook Publishers, 1987.
Beck, Isabel L., Margaret G. McKeown, Rebecca Hamilton,
and Linda Kucan. Questioning the Author, An Approach
for Enhancing Student Engagement with Text. Newark,
DE: International Reading Association Inc. 1997.
Belanoff, Pat, and Marcia Dickson. Portfolios Process and
Product Portsmouth, NH: Boynton/ Cook Publishers,
1991.
Best Practice-New Standards for Teaching and Learning in
America’s Schools Society, Steven Zemelman, Arthur A.
Hyde, Harvey Daniels
Calkins, Lucy McCormick. Raising Lifelong Learners.
Reading, MA: Addison-Wesley, 1997.
Children’s Book Council. Kids’ Favorite Books. Newark:
International Reading Association, 1992.
Classroom Strategies for Secondary Reading. Edited by W.
John Harker. Newark, International Reading Association,
1987.
The College Board. Making Sense. Edited by Anne Chapman.
New York: College Board Publications, 1992.
College of William and Mary Center for Gifted Studies,
National Language Arts Curriculum Project for High
Ability Learners (Javits): A Curriculum Framework in
Language Arts for High Ability Learners (k-8), Literature
of the 1940’s: A Decade of Change (Grades 7-9), Threads
of Change in 19th-Century American Literature (Grades
7-9).
Crafton, Linda K. Standards in Practice Grades K-2.
Urbana, IL: National Council of Teachers of English, 1996.
Devers III, William J., and James Cipielewski. Every
Teacher’sThematic Booklist. New York: Scholastic
Professional Books, 1993.
Effective Teaching of Reading: Research and Practice.
Edited by James V. Hoffman. Newark, DE: International
Reading Association, 1986.
Elliot, Peggy G., and Carl B. Smith. Reading Activities for Middle
and Secondary Schools. New York: Teachers College Press, 1986.
English/Language Arts Curriculum Resource Handbook: A
Practical Guide for K-12 English/Language Arts Curriculum.
United States:Kraus International Publications, 1992.
Exemplar Series Grades 6-8. Edited by Miles Myers and Elizabeth
Spalding. Urbana, IL: National Council of Teachers of English,
1997.
Fact and Fiction: Across the Curriculum. Edited by Bernice E.
Cullinan. Newark, DE: International Reading Association, 1993.
Fountas, Irene, and Gay Pinnell. Guided Reading: Good First
Teaching for all Children Portsmouth, NH: Heinemann, 1996.
Goodman, K.S. In Defense of Good Teaching: What Teachers Need
to Know About the “Reading Wars.” York, ME: Stenhouse
Publishers, 1998.
Hansen, Jane. When Writers Read. Portsmouth, NH. Heinemann
Educational Books, Inc., 1987.
Invitation to Read. Edited by Bernice E. Cullinan. Newark, DE:
International Reading Association, 1992.
Karnes, Frances, and Tracy Riley. Competitions: Maximizing Your
Abilities. Waco, TX: Prufrock Press, 1996.
Kentucky Writing Handbook, Kentucky Department of Education,
2007
Krogness, Mary Mercer. Just Teach Me Mrs. K. Portsmouth, NH:
Heinemann, 1995.
Kucer, Stephen B., Cecilia Silva, and Esther L. Delgado-Larocco.
Curricular Conversations, Themes in Multilingual and
Monolingual Classrooms. York, ME: Stenhouse Publishers,
1995.
Lane, Barry. After the End, Teaching and Learning Creative
Revision. Portsmouth Heinemann Publishing, 1993.
Lively Discussions, Fostering Engaged Reading. Edited by Linda B.
Gambrell and Janice F. Almasi. Newark, DE: International
Reading Association, 1996.
Manning, Maryann Murphy, and Gary L. Manning. Reading
Instruction in the Middle School. Washington, D C:
National Education Association Publication, 1979.
McMahon, Susan I. and Taffy E. Raphael. The Book Club
Connection, Literacy Learning And Classroom Talk. New
York: Teachers College Press, 1997.
Moffett, James, and Betty Jane Wagner. Student-Centered
Language Arts, K-12. Portsmouth, NH: Boynton/Cook
Publishers, 1992.
Moss, Joy F. Using Literature in the Middle Grades: A
Thematic Approach. Urbana, IL: National Council of
Teachers of English, 1996.
Motivating Writing in Middle School. Standards Consensus
Series. Urbana, IL: National Council of Teachers of
English, 1996.
Norton, Donna E. Through the Eyes of a Child - An
Introduction to Children’s Literature Englewood Cliffs,
NJ:Prentice Hall, Inc., 1995.
Pearson, P. David, and Dale D. Johnson. Teaching Reading
Comprehension. New York: Holt, Rinehart, and Winston,
1978.
Peer Talk in the Classroom Learning from Research. Edited
by Jeanne R. Paratore and Racheal L. McCormack.
Newark, DE: International Reading Association, 1997.
Research & Professional Resources in Children’s Literature:
Piecing A Patchwork Quilt. Edited by Kathy G. Short.
Newark, DE: International Reading Association, 1995.
Routman, Regie. Invitations Changing as Teachers and
Learners K-12. Portsmouth, NH: Irwin Publishing, 1991.
Routman, R. Literacy at the Crossroads: Crucial Talk About
Reading, Writing and Other Teaching Dilemmas.
Portsmouth, NH: Heinemann, 1996.
Sandholtz, Judith Haymore, Cathy Ringstaff, and David C.
Dwyer. Teaching with Technology. New York: Teachers
College Press, 1996.
Shuman, Robert Baird. Strategies in Teaching Reading.
Washington DC: National Education Association of the United
States, 1978.
Sierra-Perry, Martha. Standards in Practice Grades 3-5. Urbana,
IL: National Council of Teachers of English, 1996.
Smagorinsky, Peter. Standards in Practice Grades 9-12. Urbana, IL:
National Council of Teachers of English, 1996.
Standards Exemplar Series, Assessing Student Performance
Grades 9-12. Edited by Miles Myers and Elizabeth Spalding.
Urbana, IL: National Council of Teachers of English, 1997.
Standards for the Assessment of Reading and Writing. Newark,
DE: International Reading Association and National Council of
Teachers of English, 1994.
Steck-Vaughn GED Preparation Materials Steck-
Tallent-Runnels, Mary and Candler-Lotven. Academic Competitions
for Gifted Students: A Resource Book for Teachers and Parents.
Newbury Park, CA: Corwin Press, 1996.
Teaching Literature in Middle School: Fiction. Standards
Consensus Series. Urbana, IL: National Council of Teachers of
English, 1996.
Teaching Reading and Literature, Grades 4-6. Standard Consensus
Series. Edited by Jennifer Wilson. Urbana, IL: National Council
of Teachers of English, 1997.
Teaching Reading and Literature in Early Elementary Grades.
Standards Consenus Series. Edited by Jennifer Wilson. Urbana,
IL: National Council of Teachers of English, 1997.
Teaching Reading With the Other Language Arts. Edited by
Ulrich H. Hardt. Newark, DE: International Reading
Association, 1983.
Teaching the Writing Process in High School. Standards Consensus
Series. Urbana, IL: National Council of Teachers of English, 1995.
Trelease, Jim. The Read Aloud Handbook, New York: Penguin
Books, 1995.
Teaching Literature in High School: The Novel. Standards
Consensus Series. Urbana, IL: National Council of
Teachers of English, 1995.
Standards for the English Language Arts. Urbana, IL and
Newark, DE: International Reading Association &
National Council of Teachers of English, 1996.
Using Nonfiction Trade Books in the Elementary Classroom
From Ants To Zepplins.Edited by Evelyn B. Freeman and
Diane Goetz Person. Urbana, IL: National Council
Teachers of English, 1989.
Van Tassel-Baska, Joyce et.al. Developing Verbal Talent:
Ideas and Strategies for Teachers of Elementary and
Middle School Students. Needham Heights, MA: Allyn &
Bacon 1996.
Weaver, C. ed. Reconsidering a Balanced Approach to
Reading. Urbana, IL: National Council of Teachers of
English, 1997.
Wilhelm, Jeffrey D. Standards in Practice Grades 6-8.
Urbana, IL: National Council of Teachers of English, 1996.
Writing and Reading to Learn. Edited by Nea Stewart-Dore.
Portsmouth, NH: Heineman, 1987.
Publications: Periodicals
Journal of Adolescent & Adult Literacy
A Journal of the International Reading Association. Norman
J. Unrau, Editor. California State University, Los Angeles,
California Language Arts National Council of Teachers of
English, Curt Dudley-Marling, Sharon Murphy, Editors.
York University, Toronto, Ontario, Canada.
Primary Voices K-6 National Council of Teachers of English,
Kathy Meyer Reimer, Diane Stephens, and Jennifer Story,
Editors.
Reading Research Quarterly A Journal of the International
Reading Association, John Readence, Diane Barone,
Editors. University of Nevada, Las Vegas, Nevada.
The Reading Teacher A Journal of the International Reading
Association. Nancy Padak, Timothy Rasinski, Editor. Kent State
University, Kent Ohio.
Internet Resources
The Alphabet Superhighway
American Library Association/Association for Library Service to
Children
America Reads Challenge
Authors Mentoring Authors On-Line A Writing Workshop
Bank Street College
Children’s Book Council
Children’s Literature Web Guide
ERIC Clearinghouse on Reading, English, and Communication
Homework Central English/Language Arts
Kathy Schrock’s Guide for Educators
Kentucky Department of Education-Writing Handbook
Literacy Volunteers of America
National Council of Teachers of English
National Institute for Literacy
Reading On-Line
Videos
Incorporating Broad Based Thematic Units in the
Curriculum, Western Ky University Center for Gifted
Studies, (program 2), 11:36 minutes.
Incorporating Critical Thinking Skills into the Curriculum,
Western Ky University Center for Gifted Studies,
(program 3), 1:44 minutes.
Incorporating Creative Thinking Skills into the Curriculum,
Western Ky University Center for Gifted Studies,
(program 4), 20:44 minutes.
Opening Up the Curriculum Getting Rid of the Ceiling,
Western Ky University Center for Gifted Studies,
(program 1), 11:46 minutes.
Professional Organizations
American Library Association (ALA)
50 East Huron Street
Chicago, IL 60611
(312) 280-2162
Carnegie Center for Learning and Literacy
251 West Second Street
Lexington, KY
(859) 254-4175
Center for the Improvement of Early Reading Achievement
(CIERA)
610 E University Ave, Rm. 1600 SEB
Ann Arbor, MI, 48109-1259
(734) 647-6940
International Reading Association
800 Barksdale Road, P.O. Box 8139, Newark, DE, 19714-
8139, (302) 731-1600
Kentucky Communication Association
Alyce Grover, Somerset Community College, 808
Monticello, Somerset, KY, 42501
(606) 679-8501
Kentucky Council of Teachers of English/Language Arts
(KCTE/LA)
Angela Hiltebrand
Morehead State University
Morehead, KY, 40351
(606) 783-2426
Kentucky Reading Association (KRA)
Shirley Long, Eastern
Kentucky University,
112 Bert Combs Building,
Richmond, KY, 40475
(859) 622-2960
National Council of Teachers of English
1111 H Kenyon Road, Urbana, IL, 61801-1096
(800) 369-6283
National Center for Family Literacy
325 West Main Street, Suite 200,
Louisville, KY, 40202
(502) 584-1133
National Research Center on English Learning & Achievement
(CELA). University at Albany, State
University of New York,
1400 Washington Avenue,
Albany, New York, 12222
(518) 442-5026
For additional resources, see the Kentucky Department of Education’s Web Site at
and the State Multiple List of Textbooks and Instructional Materials, Adoption Groups I - VI, Grades Primary through 12.
|0 |1 |2 |3 |4 |
|CONTENT |
|Purpose and Audience; Idea Development and Support |
|The writing: |The writing: |The writing: |The writing: |The writing: |
|Lacks purpose |Attempts to establish a general |Attempts to establish and maintain a narrowed|Establishes and maintains an authentic |Establishes and maintains an authentic |
| |purpose; lacks focus |purpose; some lapses in focus |focused purpose throughout |and insightful focused purpose |
| | | | |throughout |
| |Indicates limited awareness of |Indicates some awareness of audience’s needs;|Indicates an awareness of audience’s | |
|Lacks awareness of audience |audience’s needs |makes some attempt to communicate with an |needs; communicates adequately with |Indicates a strong awareness of |
| | |audience; may demonstrate some voice and/or |audience; conveys voice and/or appropriate|audience’s needs; communicates |
| | |tone |tone |effectively with audience; sustains |
| | | | |distinctive voice and/or appropriate |
| |Demonstrates limited idea development|Demonstrates some idea development with |Demonstrates depth of idea development |tone |
|Lacks idea development; may |with few details and/or weak support;|details/support; support may be unelaborated,|with specific, sufficient details/support;|Demonstrates reflective, analytical |
|provide random details |may attempt to apply some |irrelevant and/or repetitious; may apply some|applies characteristics of the genre |and/or insightful idea development; |
| |characteristics of the genre |characteristics of the genre | |provides specific, thorough support; |
| | | | |skillfully applies characteristics of |
| | | | |the genre |
|0 |1 |2 |3 |4 |
|STRUCTURE |
|Organization: unity and coherence; Sentences: structure and length |
|The writing: |The writing: |The writing: |The writing: |The writing: |
|Demonstrates random |Demonstrates ineffective or weak |Demonstrates logical organization with lapses|Demonstrates logical, coherent |Demonstrates careful and/or subtle |
|organization |organization |in coherence |organization |organization that enhances the purpose |
|Lacks transitional elements | | | |Demonstrates varied and subtle |
| |Demonstrates limited and/or |Demonstrates some effective transitional |Demonstrates logical, effective |transitional elements throughout |
|Demonstrates incorrect |ineffective transitional elements |elements |transitional elements throughout | |
|sentence structure throughout| | | |Demonstrates control, variety and |
| |Demonstrates some ineffective or |Demonstrates simple sentences; may attempt |Demonstrates control and variety in |complexity in sentence structure to |
| |incorrect sentence structure |more complex sentences but lacks control of |sentence structure |enhance meaning |
| | |sentence structure | | |
|0 |1 |2 |3 |4 |
|CONVENTIONS |
|Language: grammar and usage, word choice; Correctness: spelling, punctuation, capitalization, abbreviation and documentation |
| |The writing: |The writing: |The writing: |The writing: |
| |Demonstrates lack of control in |Demonstrates some control of grammar and |Demonstrates control of grammar and usage |Demonstrates control of grammar and |
| |grammar and usage |usage with some errors that do not interfere |relative to length and complexity |usage to enhance meaning |
| | |with communication | | |
| | | | | |
| |Demonstrates incorrect or ineffective|Demonstrates simplistic and/or imprecise word|Demonstrates acceptable word choice |Demonstrates accurate, rich and/or |
| |word choice |choice |appropriate for audience and purpose |precise word choice appropriate for |
| | | | |audience and purpose |
| | | |Demonstrates control of correctness |Demonstrates control of correctness to |
| |Demonstrates lack of control in |Demonstrates some control of correctness with|relative to length and complexity |enhance communication |
| |correctness |some errors that do not interfere with | | |
| | |communication | | |
|Scoring Criteria | |Complete/Incomplete Portfolios |
|Purpose/Audience: The degree to which the writer maintains a focused purpose to communicate with an audience by | |A portfolio is incomplete if it does not contain |
|Narrowing the topic to establish a focus | | |
|Analyzing and addressing the needs of the intended audience | |A table of contents page* which indicates the following: |
|Adhering to the characteristics of the form (e.g., format, organization) | | |
|Employing a suitable tone | |Required writing in each category (reflective, personal or literary, |
|Allowing a voice to emerge when appropriate | |transactive, transactive with analytical or technical focus [12th grade |
| | |only]) |
| | | |
| | |Required number of pieces in each category |
| | |4th grade—3 pieces (1 in each category) |
| | |7th grade—3 pieces (1 in each category) |
| | |12th grade—4 pieces (1 in each category) |
| | | |
| | |Required number of content pieces identified by content area class |
| | |4th grade—no content piece is required to be identified |
| | |7th and 12th—one content piece other than English/language arts |
| | |identified by content area class |
| | | |
| | |A signed Student Signature Sheet |
| | | |
| | |A portfolio is also incomplete if any piece |
| | | |
| | |is proven to be plagiarized |
| | |is different from those listed in the Table of Contents |
| | |is written in a language other than English |
| | |demonstrates only computational skills |
| | |consists of only diagrams or drawings |
| | |represents a group entry |
| | | |
| | |*Use of the Table of Contents page in the Kentucky Writing Handbook is |
| | |recommended. |
| | | |
| | |If a portfolio contains too many pieces, remove the first piece that may |
| | |be removed without making the portfolio incomplete. Repeat this process |
| | |until the portfolio contains the correct total number of pieces, the |
| | |correct number of content pieces, and the correct number of pieces in |
| | |each category. |
|Idea Development/Support: The degree to which the writer develops and supports main ideas and deepens the audience’s | | |
|understanding by using | | |
|Logical, justified and suitable explanation | | |
|Relevant elaboration | | |
|Related connections and reflections | | |
|Idea development strategies appropriate for the form (e.g., bulleted lists, definitions) | | |
|Organization: The degree to which the writer creates unity and coherence to accomplish the focused purpose by | | |
|Engaging the audience and establishing a context for reading | | |
|Placing ideas and support in a meaningful order | | |
|Guiding the reader through the piece with transitions and transitional elements | | |
|Providing effective closures | | |
|Sentences: The degree to which the writer creates effective sentences that are | | |
|Varied in structure and length | | |
|Constructed effectively | | |
|Complete and correct | | |
|Language: The degree to which the writer demonstrates | | |
|Word choice | | |
|Strong verbs and nouns | | |
|Concrete and/or sensory details | | |
|Language appropriate to the content, purpose and audience | | |
|Concise use of language | | |
|Correct grammar/usage | | |
|Correctness: The degree to which the writer demonstrates | | |
|Correct spelling, punctuation and capitalization | | |
|Appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, | | |
|listing sources) | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- examples of core values for employees
- examples of core values for business
- core values for employee performance
- printable core exercises for women
- common core values for individuals
- common core standards for science 3rd grade
- core exercises for degenerative disc
- core curriculum for first grade
- common core standards for first grade
- best core workouts for women
- best core exercises for men
- best core exercises for women