CCA 4.1
Middle and High School Reading
Spring 2007
Kentucky Core Content and DJJ Work
Adjustment Model for Vocational Learning
Core Content for Reading
Middle School and High School
Kentucky Department of Juvenile Justice
Quality Assurance Branch
Version 4.1
August 2006
Kentucky Department of Education
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
1
CCA 4.1
Middle and High School Reading
Spring 2007
Introduction
Core Content for Reading Assessment
What is the Core Content for Reading 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 Reading Assessment Version 4.1 represents the reading content from Kentucky’s Academic Expectations and Program of
Studies 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 Reading 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)
beginning in 2007.
Students should have exposure to various kinds of texts in order to fully understand how to apply the appropriate skills, strategies
and concepts outlined in the Core Content for Reading Assessment. The Core Content for Reading Assessment will include passage
selections that are multicultural and from various genres (literary and informational—including expository, persuasive and
procedural texts and documents).
The Core Content for Reading Assessment is not intended to represent the comprehensive local curriculum for reading assessment
and instruction. It is also not the comprehensive Program of Studies for Reading, which specifies the minimum content for the
required credits for high school graduation, and the primary, intermediate and middle level programs leading to these requirements.
Kentucky Academic Expectations for Reading
The Kentucky Academic Expectations define what students should know and be able to do upon graduation from high school. These large
goals were used as a basis for developing the Program of Studies and the Core Content for Assessment.
Goal 1:
Students are able to use basic communication and mathematics skills for purposes and situations they will encounter
throughout their lives.
1.2 Students make sense of the variety of materials they read.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
2
CCA 4.1
Middle and High School Reading
Spring 2007
How is the Core Content for Reading Assessment organized?
The Reading Core Content for Assessment, Version 4.1, is organized by grade level (end of primary, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th
and 12th) in order to ensure continuity and conceptual development. This is different from Version 3.0, which was organized in grade
spans. Students are assessed in Reading at grades three through eight (3-8) and tenth (10th).
The Core Content for Reading Assessment is organized into five subdomains which are further defined with the Core Content for
Assessment. The five subdomains for Reading are:
Forming a Foundation for Reading
Developing an Initial Understanding
Interpreting Text
Reflecting and Responding to Text
Demonstrating a Critical Stance
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 Reading 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
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
3
CCA 4.1
Middle and High School Reading
Spring 2007
the University of Wisconsin-Madison. More information about DOK levels can be found at the Kentucky Department of Education
website.
What do the codes for the Core Content for Reading Assessment mean?
The Reading Core Content for Assessment is addressed at each of the grade levels from end of primary through Grade 12. The RD in
the code stands for reading, and the next portion of the code represents the grade level. The next number represents the subdomain,
and the number after the zero represents the standard. The zero serves as a placeholder only. The codes used are listed below:
Grade Level Codes
EP = end of primary
04 = fourth grade
05 = fifth grade
06 = sixth grade
07 = seventh grade
08 = eighth grade
09 = ninth grade
10 = tenth grade
11 = eleventh grade
12 = twelfth grade
Subdomain
1 = Forming a Foundation for Reading
2 = Developing an Initial Understanding
3 = Interpreting Text
4 = Reflecting and Responding to Text
5 = Demonstrating a Critical Stance
A typical code may look like RD-04-2.0.1. This means 4th grade reading content in the subdomain of developing an initial
understanding. Since reading does not have organizers, the 0 represents a placeholder and the 1 means the first standard in that
subdomain at that grade level.
RD-04-2.0.1
RD Reading (domain)
04 Elementary, fourth grade
2 (Subdomain) Developing an Initial Understanding
1 (first 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.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
4
CCA 4.1
Middle and High School Reading
Spring 2007
MIDDLE SCHOOL
Forming a Foundation for Reading
Requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the
appropriate grade level. This involves reading at the word, sentence and connected text levels across content areas that include
multicultural texts.
6th Grade
7th Grade
RD-O6-1.0.1
Students will apply knowledge of
synonyms or antonyms to
comprehend a passage.
DOK 2
RD-O7-1.0.1
Students will apply knowledge of
synonyms or antonyms to comprehend a
passage.
8th Grade
RD-O8-1.0.1
Students will apply knowledge of
synonyms or antonyms to comprehend a
passage.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-06-1.0.2
Students will select, based on
context, the appropriate meaning for
a word that has multiple meanings.
DOK 2
RD-07-1.0.2
Students will select, based on
context, the appropriate meaning
for a word that has multiple
meanings.
DOK 2
RD-O8-1.0.2
Students will select, based on
context, the appropriate meaning for
a word that has multiple meanings.
DOK 2
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
5
CCA 4.1
RD-06-1.0.3
Students will apply the meanings of
word parts (prefixes, suffixes, roots)
to comprehend unfamiliar words in a
passage.
DOK 2
Middle and High School Reading
RD-O7-1.0.3
Students will apply the meanings of
word parts (prefixes, suffixes, roots) to
comprehend unfamiliar words in a
passage.
Spring 2007
RD-O8-1.0.3
Students will apply the meanings of word
parts (prefixes, suffixes, roots) to
comprehend unfamiliar words in a
passage.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-O6-1.0.4
Students will formulate questions to guide
reading.
RD-O7-1.0.4
Students will formulate questions to
guide reading.
RD-O8-1.0.4
Students will formulate questions to guide
reading.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-O6-1.0.5
Students will scan to find key information.
RD-O7-1.0.5
Students will scan to find key
information.
RD-O8-1.0.5
Students will scan to find key information.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
6
CCA 4.1
RD-O6-1.0.6
Students will skim to get the general
meaning of a passage.
Middle and High School Reading
RD-O7-1.0.6
Students will skim to get the general
meaning of a passage.
Spring 2007
RD-O8-1.0.6
Students will skim to get the general
meaning of a passage.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-O6-1.0.7
Students will interpret literal and
non-literal meanings of words or
phrases, based on context.
DOK 2
RD-O7-1.0.7
Students will interpret literal and
non-literal meanings of words or
phrases, based on context.
DOK 2
RD-O8-1.0.7
Students will interpret literal and
non-literal meanings of words or
phrases, based on context.
DOK 2
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-O7-1.0.8
Students will interpret the meaning
of jargon, dialect or specialized
vocabulary used in a passage.
DOK 2
RD-O8-1.0.8
Students will interpret the meaning
of jargon, dialect or specialized
vocabulary used in a passage.
DOK 2
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Teacher will:
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
7
CCA 4.1
Middle and High School Reading
Spring 2007
 Role-play the use of a specialized vocabulary list (e.g., CATS vocabulary, mathematical language, legal vocabulary, etc)
 Students will compile specialized vocabulary lists that relate to their career majors
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, 5, 7, 8, 10, 11
II. Scientific 4
IV. Protective 3, 4
V.
Mechanical 7
XI. Leading and Influencing 2, 4
XII. Physical Performing 7, 8
Resources may include but are not limited to the following:
Specialized vocabulary used in various careers
Developing an Initial Understanding
Requires readers to consider the text as a whole or in a broader perspective to develop an initial understanding.
6th Grade
7th Grade
8th Grade
RD-O6-2.0.1
Students will identify or explain the
main idea of a passage.
DOK 3
RD-O7-2.0.1
Students will identify or explain the
main idea of a passage.
DOK 3
RD-O8-2.0.1
Students will explain the main idea of
a passage.
DOK 3
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: Students will:
Use a graphic organizer to understand the meaning of a passage
- Literary – story map, sequence chain, timeline
- Persuasive – flow chart
- Informational – KWL, concept map, web, timeline
- Practical – flow chart, map, decision making grid
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
8
CCA 4.1
Middle and High School Reading
Spring 2007
Explain the meaning of a passage in a written/oral report or a dramatic or artistic performance
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
II.
III.
V.
VII.
VIII.
IX.
X.
XI.
XII.
Artistic 1, 2, 3, 4, 5, 7, 8, 10, 11
Scientific 4
Protective 2, 3, 4, 5
Mechanical 4, 7
Business Detail 4, 5, 7
Selling 8
Accommodating 1
Humanitarian 4
Leading and Influencing 3
Physical Performing 3, 4, 7, 8
Resources may include but are not limited to the following:
 Accelerated Reader
 Read 180
 150 Great Short Stories
 50 Young Adult Novels
 Best Young Adult Novels
 Transformations Volume II
 KCCT Coach, Haights Cross Communications, http://www.haightscross.com/stacnt/About.html
RD-O6-2.0.2
Students will identify and describe
characteristics of short stories,
novels, poetry or plays.
DOK 2
RD-O7-2.0.2
Students will identify and explain
the characteristics of short stories,
novels, poetry or plays.
DOK 2
RD-O8-2.0.2
Students will identify and explain the
characteristics of short stories, novels,
poetry or plays.
DOK 2
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
9
CCA 4.1
Middle and High School Reading
Spring 2007
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
Identify plot, character, setting, and theme of selected passage by using graphic organizers E.g.: story maps
Youth Worker/Counselor extension activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 2, 5, 6
II. Scientific 4
IV. Protective 3, 4
V. Mechanical 7
X. Humanitarian 9
XI. Leading and Influencing 4
XII. Physical Performing 7
Resources may include but are not limited to the following:
 Great Books for Independent Reading
 Short Stories
 Transformations Volume II
RD-O6-2.0.3
Students will identify or explain the use
of literary elements (e.g.,
characterization, setting, plot, theme,
point of view) in a passage.
DOK 3
RD-O7-2.0.3
Students will identify or explain the use of
literary elements (e.g., characterization,
setting, plot, theme, point of view) in a
passage.
DOK 3
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Describe literary elements by using graphic organizers Ex: Story maps
Youth Worker/Counselor extension activities:
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
10
CCA 4.1
Middle and High School Reading
Spring 2007
Career Major skills and abilities connected to activities may include but are not limited to the following:
I. Artistic 2, 5, 6
II. Scientific 4
IV. Protective 3, 4
V. Mechanical 7
X. Humanitarian 9
XI. Leading and Influencing 4
XII. Physical Performing 7
Resources may include but are not limited to the following:
 In the Middle-Nancie Atwell
 Age Appropriate books
 Transformations Volume II
RD-O6-2.0.4
Students will locate key ideas or
information in a passage.
DOK 1
RD-O7-2.0.4
Students will locate key ideas or
information in a passage.
RD-O8-2.0.4
Students will locate key ideas or
information in a passage.
DOK 1
DOK 1
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Recall details in a presented text and predict a logical outcome.
Career Major skills and abilities connected to activities may include but are not limited to the following:
I. Artistic 2, 5
II. Scientific 1, 4
III. Protective 4
IV. Mechanical 7
V. Leading and Influencing 4
Resources may include but are not limited to the following:
 Accelerated Reader
 Fifty Young Adult Novels
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
2
CCA 4.1
Middle and High School Reading
Spring 2007
 Literary works
 Transformations Cards
RD-O6-2.0.5
Students will summarize
information from a paragraph, a
section of a passage or the entire
passage.
DOK 2
RD-O7-2.0.5
Students will summarize
information from a paragraph, a
section of a passage or an entire
passage.
DOK 2
RD-O8-2.0.5
Students will paraphrase information
from a paragraph, a section of a
passage or an entire passage.
DOK 2
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Create an outline of key information in a technical reading passage.
 Use the outline to summarize the passage.
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, 5
II.
Scientific 2, 4
III.
Plants and Animals 8
IV.
Protective 3, 4
V.
Mechanical 4, 7
VI.
Industrial 3, 6
IX.
Accommodating 5
XI.
Leading and Influencing 1, 4, 8
XII.
Physical Performing 7
Resources may include but are not limited to the following:
 Reading passages
 KCCT Coach
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
3
CCA 4.1
RD-O6-2.0.6
Students will apply the information
contained in a passage to accomplish a
task/procedure or answer questions
about a passage.
Middle and High School Reading
Spring 2007
RD-O7-2.0.6
Students will apply the information
contained in a passage to accomplish a
task/procedure or answer questions
about a passage.
RD-O8-2.0.6
Students will apply the information
contained in a passage to accomplish a
task/procedure or answer questions about a
passage.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Students will construct a model (car, Plane, etc.) by following the instructions sheet and present the final product to class with
explanation of the process.
 Students will work with a partner to prepare the same dish using two different recipes. The dishes will be presented the entire class
for all to compare and contrast.
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 2, 5, 6, 8, 10, 11
II. Scientific 1, 2, 4, 5, 7
III. Plants and Animals 4, 8
IV. Protective 1, 2, 4, 5, 7, 8
V.
Mechanical 4, 7, 8, 12, 15
VI. Industrial 1, 2, 3, 4, 6, 7
VII. Business Detail 5, 7
VIII. Selling 8
IX. Accommodating 1, 5, 12
X. Humanitarian 4
XI. Leading and Influencing 3, 4, 11
XII. Physical Performing 2, 3, 6, 7, 10
Resources may include but are not limited to the following:
 Magazine articles
 Recipe/cards
 books
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
4
CCA 4.1
Middle and High School Reading
Spring 2007
 Model cars, planes , etc. to assemble
RD-O6-2.0.7
Students will make predictions,
draw conclusions, make
generalizations or make inferences
based on what is read.
DOK 3
RD-O7-2.0.7
Students will make predictions, draw
conclusions, make generalizations or make
inferences based on what is read. DOK 3
RD-O8-2.0.7
Students will make predictions, draw
conclusions, make generalizations or
make inferences based on what is
read.
DOK 3
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-O6-2.0.8
Students will explain the meaning of
concrete or abstract terms, based on
the context from a passage (e.g.,
“loaded” words, connotation and
denotation).
DOK 2
RD-O7-2.0.8
Students will explain the meaning of
concrete and abstract terms, based
on the context from a passage (e.g.,
“loaded” words, connotation and
denotation).
DOK 2
RD-O8-2.0.8
Students will interpret the meaning
of concrete and abstract terms, based
on the context from a passage (e.g.,
“loaded” words, connotation and
denotation).
DOK 2
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
5
CCA 4.1
Middle and High School Reading
Spring 2007
Interpreting Text
Requires readers to extend their initial impressions to develop a more complete understanding of what is read. This involves linking
information across parts of a text as well as focusing on specific information.
6th Grade
7th Grade
8th Grade
RD-O6-3.0.1
Students will explain the
relationship between events in a
story and a character’s behavior.
DOK 3
RD-O7-3.0.1
Students will analyze the relationship
between events in a story and a
character’s behavior.
DOK 3
RD-O8-3.0.1
Students will analyze the relationship
between a speaker’s or character’s
motivation and behavior in a passage,
as revealed by the dilemmas.
DOK 3
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
Complete a character map
 Open Response: Choose one of the following points of view and support with details from the story.
1.The events in the story shape the character’s behavior
2. The characters’ behavior causes the events in the story
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
II. Scientific 4
IV. Protective 3, 4
V. Mechanical 7
VII. Business Detail 4
X. Humanitarian 4
XI. Leading and Influencing 3, 4
XII. Physical Performing 7, 8
Resources may include but are not limited to the following:
 In the Middle-Nancie Atwell
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
6
CCA 4.1
Middle and High School Reading
Spring 2007
 Teaching Reading in the Content Areas
RD-O6-3.0.2
Students will identify an author’s
purpose in a passage.
DOK 2
RD-O7-3.0.2
Students will identify or explain an
author’s purpose in a passage.
DOK 2
RD-O8-3.0.2
Students will identify or explain an
author’s purpose in a passage.
DOK 2
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-O6-3.0.3
Students will explain or analyze
how a conflict in a passage is
resolved.
DOK 3
RD-O7-3.0.3
Students will explain or analyze how
a conflict in a passage is resolved.
DOK 3
RD-O8-3.0.3
Students will explain or analyze how
a conflict in a passage is resolved.
DOK 3
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Complete a story frame
 Identify conflict in a passage and role-play problem solving strategies.
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, 4, 5, 7, 8, 9, 10, 11
II.
Scientific 4
IV.
Protective 4
V.
Mechanical 7
VII.
Business Detail 5
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
7
CCA 4.1
VII.
IX.
X.
XII.
Middle and High School Reading
Spring 2007
Selling 8
Accommodating 1
Humanitarian 4
Physical Performing 4, 7
Resources may include but are not limited to the following:
 In the Middle-Nancie Atwell
 Transformations-Volume II
 Teaching Reading in the Content Areas
 Kentucky Core Content Test / CTBS Book MAXSKILL
RD-O6-3.0.4
Students will identify details that
support the main idea or explain
their importance in a passage.
DOK 3
RD-O7-3.0.4
Students will identify details that
support the main idea or explain
their importance in a passage.
DOK 3
RD-O8-3.0.4
Students will analyze the use of
details that support the main idea or
explain their importance in a
passage.
DOK 3
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Identify supporting details in technical pieces that explain a process by using graphic organizers
 Identify supporting details in a literary piece by using a story frame
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, 5
II. Scientific 1, 2, 4
IV. Protective 3, 4
VI. Industrial 3
IX. Accommodating 5,
X. Humanitarian 9, 10
XI. Leading and Influencing 1, 4, 8, 12
XII. Physical Performing 7
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
8
CCA 4.1
Middle and High School Reading
Spring 2007
Resources may include but are not limited to the following:
 Kentucky Core Content Test / CTBS Book MAXSKILL
 Transformations-Volume II
 Teaching Reading in the Content Areas
RD-O6-3.0.5
Students will distinguish between
informative and persuasive passages.
RD-O7-3.0.5
Students will distinguish between
informative and persuasive passages.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Identify passages as informative or persuasive by having students use newspapers, magazine articles, brochures, etc.
 Make a class display of their findings.
Youth Worker/Counselor extension activities
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 1, 2, 4
II. Scientific 2, 4 ,5
III. Plants and Animals 8
IV. Protective 3, 4
V.
Mechanical 7
VI. Industrial 3, 6
VIII. Selling 8
IX. Accommodating 5
X. Humanitarian 10
XI. Leading and Influencing 1, 4, 8
XII. Physical Performing 7, 8
Resources may include but are not limited to the following:
 Newspapers, magazines, brochures, etc.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
9
CCA 4.1
RD-O6-3.0.6
Students will distinguish between fact
or opinion.
Middle and High School Reading
Spring 2007
RD-O7-3.0.6
Students will distinguish between fact or
opinion.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Design a brochure that contains both fact and opinion.
 Identify the content as either fact or opinion and present brochure to the class.
Youth Worker/Counselor activities:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
XII.
Artistic 1, 2, 3, 4, 5, 6, 7
Scientific 1, 4, 5
Plants and Animals 8
Protective 3, 4, 5
Mechanical 2, 3 , 6, 7
Industrial 3, 6
Business Detail 4
Selling 1, 2
Accommodating 5
Humanitarian 3, 4
Leading and Influencing 1, 3, 4
Physical Performing 7, 8
Resources may include but are not limited to the following:
 brochures
 editorials,
 persuasive articles
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
10
CCA 4.1
RD-O6-3.0.7
Students will identify an author’s
opinion about a subject.
DOK 2
Middle and High School Reading
RD-O7-3.0.7
Students will identify or explain an
author’s opinion about a subject.
Spring 2007
RD-O8-3.0.7
Students will identify or explain an author’s
position based on evidence in a passage.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Read passages and identify authors’ opinion and/or purpose. (inform, instruct, persuade, entertain)
 Use a T Chart to record author’s opinions and purposes found in passages.
 Share findings with a partner, another group, or whole class.
Youth Worker/Counselor
extension activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 1, 2, 4, 5, 8, 10, 11
II.
Scientific 1, 2, 4
III.
Plants and Animals 8
IV.
Protective 3, 4, 5
V.
Mechanical 7
VI.
Industrial 3, 6
VII. Business Detail 5, 7
VIII. Selling 8
IX.
Accommodating 1
X.
Humanitarian 3, 9
XI.
Leading and Influencing 3, 4
XII.
Physical Performing 7, 8
Resources may include but are not limited to the following:
 Magazine articles
 Newspapers
RD-O6-3.0.8
RD-O7-3.0.8
RD-O8-3.0.8
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
11
CCA 4.1
Students will identify the
argument or supporting evidence
from a passage.
DOK 2
Middle and High School Reading
Students will identify the argument
or supporting evidence from a
passage.
DOK 2
Spring 2007
Students will explain an author’s
argument or identify evidence from
the passage to support the author’s
argument.
DOK 3
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Students read an editorial/opinion article and identify the author’s opinion and supportive documentation of the opinions.
 Work in pairs or groups to present to the class.
Youth Worker/Counselor extension activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 1, 2, 4, 5, 8, 11
II.
Scientific 4
III. Plants and Animals 4, 8
IV. Protective 2, 3, 4, 5
V.
Mechanical 7
VI. Industrial 3, 6
VII. Business Detail 5, 7
VIII. Selling 8
IX. Accommodating 1, 5, 12
X.
Humanitarian 4, 10
XI. Leading and Influencing 1, 3, 4, 10
XII. Physical Performing 4, 7
Resources may include but are not limited to the following:
 Informational materials
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
12
CCA 4.1
RD-O6-3.0.9
Students will identify persuasive
techniques (e.g., expert opinion,
emotional appeal, logical appeal,
repetition) or propaganda
techniques (e.g., testimonial,
bandwagon).
DOK 2
Middle and High School Reading
RD-O7-3.0.9
Students will identify persuasive techniques
(e.g., expert opinion,
logical/emotional/ethical appeal,
repetition, rhetorical question) or
propaganda techniques (e.g., testimonial,
bandwagon).
DOK 2
Spring 2007
RD-O8-3.0.9
Students will identify persuasive
techniques (e.g., expert opinion,
logical/emotional/ ethical appeal,
repetition, rhetorical question,
allusion) or propaganda techniques
(e.g., testimonial, bandwagon,
personal attack) or explain how each
is used.
DOK 2
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Identify persuasive techniques in advertising.
 Evaluate the effectiveness of techniques used in meeting the author’s purpose.
 Create a presentation identifying the techniques used and the effectiveness of a specific advertisement.
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, 4, 5, 8, 11
II.
Scientific 1, 2, 4
III.
Plants and Animals 8
IV.
Protective 2, 3, 4, 5
V.
Mechanical 7
VI.
Industrial 3 ,6
VII.
Business Detail 4, 5, 7
VIII. Selling 1, 2, 8
IX.
Accommodating 1, 5, 12
X.
Humanitarian 4, 10
XI.
Leading and Influencing 1, 3, 4
XII.
Physical Performing 7, 8
Resources may include but are not limited to the following:
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
13
CCA 4.1




Middle and High School Reading
Spring 2007
Magazines
TV
Radio commercials
Newspaper ads
Reflecting and Responding to Text
Requires readers to connect knowledge from the text with their own background knowledge. The focus is on how the text relates to
personal knowledge.
6th Grade
7th Grade
RD-O6-4.0.1
Students will connect information from a
passage to students’ lives (text-to-self),
real world issues (text-to-world) and
other texts (text-to-text - e.g., novel, short
story, song, film, website, etc.).
RD-O7-4.0.1
Students will connect information from
a passage to students’ lives (text-to-self),
real world issues (text-to-world) and
other texts (text-to-text - e.g., novel,
short story, song, film, website, etc.).
8th Grade
RD-O8-4.0.1
Students will connect information from a
passage to students’ lives (text-to-self), real
world issues (text-to-world) and other texts
(text-to-text - e.g., novel, short story, song,
film, website, etc.).
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-O7-4.0.2
Students will use evidence from a
passage to formulate opinions in
response to a reading passage.
RD-O8-4.0.2
Students will use evidence from a passage to
formulate opinions in response to a reading
passage.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
14
CCA 4.1


V.
Middle and High School Reading
Spring 2007
Students will read an informational piece and will write and describe his/her opinion on the given subject
Share with a partner and compare findings
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 1, 2, 4, 5, 8, 10, 11
II. Scientific 4, 5
III. Protective 3, 4, 5
V.
Mechanical 7
VII. Business Detail 5, 7
VIII. Selling 8
IX. Accommodating 1, 12
X. Humanitarian 4
XI. Leading and Influencing 3, 4
Resources may include but are not limited to the following:

Newspapers

Textbooks

Magazines

KCCT Coach
Demonstrating a Critical Stance
Requires readers to consider the text objectively. It involves a range of tasks, including critical evaluation, comparing and
contrasting and understanding the impact of features such as irony, humor and organization.
6th Grade
RD-O6-5.0.1
Students will identify the ways in which
similar themes, ideas and concepts are
developed in more than one literary
work.
7th Grade
8th Grade
RD-O7-5.0.1
Students will identify the
interrelationships (themes, ideas,
concepts) that are developed in more than
one literary work.
RD-O8-5.0.1
Students will explain the
interrelationships (themes, ideas,
concepts) that are developed in more than
one literary work.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
15
CCA 4.1
Middle and High School Reading
Spring 2007
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
 Students will identify how humor is used in more than one literary work.
V.
Career Major skills and abilities connected to activities may include but are not limited to the following:
IV. Artistic 1, 2, 4, 5, 8, 10, 11
V.
Scientific 4, 5
VI. Protective 3, 4, 5
V. Mechanical 7
XII. Business Detail 5, 7
XIII. Selling 8
IX. Accommodating 1, 12
X. Humanitarian 4
XI. Leading and Influencing 3, 4
Resources may include but are not limited to the following:
 Literary pieces
 Accelerated Reader
 KCCT Coach
RD-O8-5.0.2
Students will interpret the use of
literary elements (e.g.,
characterization, setting, plot,
theme, point of view) in a passage.
DOK 3
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: Students will:
 Describe literary elements by using graphic organizers e.g., story maps
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I. Artistic 2, 5, 6
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
16
CCA 4.1
Middle and High School Reading
Spring 2007
II. Scientific 4
IV. Protective 3, 4
V. Mechanical 7
X. Humanitarian 9
XI. Leading and Influencing 4
XII. Physical Performing 7
Resources may include but are not limited to the following:
 In the Middle-Nancie Atwell
 Age Appropriate books
 Transformations Volume II
RD-O6-5.0.3
Students will identify literary
devices (e.g., symbolism, irony,
analogies, imagery, foreshadowing,
figurative language).
DOK 2
RD-O7-5.0.3
Students will identify and explain the
use of literary devices (e.g.,
symbolism, irony, analogies,
imagery, foreshadowing, figurative
language).
DOK 3
RD-O8-5.0.3
Students will identify and explain
the use of literary devices (e.g.,
symbolism, irony, analogies,
imagery, foreshadowing, figurative
language).
DOK 3
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Students will identify literary devices using a variety of reading materials
 Complete an open response with rubric. (e.g., describe how the author’s use of (a literary device) makes the story more
meaningful for the reader.)
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
II. Scientific 4
IV. Protective 3, 4
V. Mechanical 7
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
17
CCA 4.1
Middle and High School Reading
Spring 2007
VII. Business Detail 4
X. Humanitarian 4
XII. Physical Performing 7, 8
Resources may include but are not limited to the following:
 In the Middle-Nancie Atwell
 Variety of reading materials
RD-O8-5.0.4
Students will analyze the author’s use of
literary devices in a passage (e.g.,
symbolism, irony, analogies, imagery,
figurative language).
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
 Students will analyze how the author uses symbolism and/or irony, analogies, imagery, figurative language by using mapping and
present to the class
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 1, 2, 3, 4, 5
II. Scientific 4
IV. Protective 3, 4
V. Mechanical 7
VII. Business Detail 4
X. Humanitarian 4
XII. Physical Performing 7, 8
Resources may include but are not limited to the following:
 Accelerated Reader
 Literary passages
 KCCT Coach
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
18
CCA 4.1
RD-O6-5.0.5
Students will evaluate the author’s word
choice, style, content, or use of literary
elements.
Middle and High School Reading
RD-O7-5.0.5
Students will evaluate the author’s word
choice, style, content, or use of literary
elements.
Spring 2007
RD-O8-5.0.5
Students will evaluate the author’s
word choice, style, content, or use
of literary elements.
DOK 3
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-O7-5.0.6
Students will compare and contrast
elements, views, ideas, or events
presented in one or more passages.
RD-O8-5.0.6
Students will compare and contrast
elements, views, ideas, or events
presented in one or more passages.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
 Students will read tw0 passages by different authors about the same event and by using a Venn Diagram compare and contrast the
author’s review of the event
 Students will be divided into small groups to present findings
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 4, 5, 8, 10, 11
II. Scientific 4
IV. Protective 2, 4, 5
V.
Mechanical 7
VII. Business Detail 5, 7
VIII. Selling 8
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
19
CCA 4.1
IX.
X.
XI.
Middle and High School Reading
Spring 2007
Accommodating 1, 12
Humanitarian 4
Leading and Influencing 3
Resources may include but are not limited to the following:
 Literary pieces
 KCCT Coach
RD-O7-5.0.7
Students will evaluate the effectiveness of
organization or format in fulfilling the
purpose of a passage.
RD-O8-5.0.7
Students will evaluate the
effectiveness of organization or
format in fulfilling the purpose of a
passage.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
 Students will read a passage in two formats e.g., plan and narrative to determine the effectiveness upon the reader
 Groups of students will present the two formats for fellow classmates to determine the effectiveness of comprehension by the two
formats.
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 2, 4, 5, 8, 10, 11
II. Scientific 4
IV. Protective 4, 5
V. Mechanical 7
VII. Business Detail
VIII. Selling 8
IX. Accommodating 1
X. Humanitarian 4
XI. Leading and Influencing 3
Resources may include but are not limited to the following:

Literary Work
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
20
CCA 4.1

Middle and High School Reading
Spring 2007
KCCT Coach
RD-O6-5.0.8
Students will explain or analyze
how the use of text features (e.g.,
subheadings, bullets, fonts, white
space, layout, charts, diagrams,
labels, pictures and captions)
enhances the reader’s
understanding of a passage.
DOK 3
RD-O7-5.0.8
Students will explain or analyze how
the use of text features (e.g.,
subheadings, bullets, fonts, white
space, layout, charts, diagrams,
labels, pictures and captions)
enhances the reader’s understanding
of a passage.
DOK 3
RD-O8-5.0.8
Students will explain or analyze how
the use of text features (e.g.,
subheadings, bullets, fonts, white
space, layout, charts, diagrams,
labels, pictures and captions)
enhances the reader’s understanding
of a passage.
DOK 3
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Read and effectively explain charts, graphs, etc. in technical reading pieces by using SQ3R
 Define words in reading selections that are boldfaced and italicized
 Utilize table of contents, headings, special type, introductions, and captions to locate information
 Complete an open response- with rubric –e.g., (Explain how the author’s use of text features (graphs, etc.) makes this
informational piece easier to understand.)
 Read a practical workplace passage that has limited text features
 Create list of rules, chart, poster, graph, or other quick reference resource for the passage
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, 5
II. Scientific 1, 2, 4, 5
IV. Protective 3, 4
V.
Mechanical 3, 4, 6, 7
VI. Industrial 1, 3, 6
VII. Business Detail 4
IX. Accommodating 5
X. Humanitarian 4, 9, 10
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
21
CCA 4.1
Middle and High School Reading
Spring 2007
XI. Leading and Influencing 4
XII. Physical Performing 7, 8
Resources may include but are not limited to the following:
 Newspaper pages/clippings
 Teaching Reading in the Content Areas (SQ3R)
 Practical/workplace passages with text features
 Kentucky Core Content Test / CTBS Book MAXSKILL
 KCCT Coach
RD-O6-5.0.9
Students will identify
organizational patterns (e.g., cause
and effect, comparison, contrast,
sequence) to understand a passage.
DOK 2
RD-O7-5.0.9
Students will apply knowledge of
organizational patterns (e.g., cause
and effect, comparison, contrast,
sequence) to understand a passage.
DOK 2
RD-O8-5.0.9
Students will analyze the organizational
patterns (cause and effect, comparison or
contrast, sequence, generalizations) in a
passage.
Middle school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Identify organizational patterns and their effects in technical reading pieces by using graphic organizers
Youth Worker/Counselor extension activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 1, 2, 5
II. Scientific 2, 5
IV. Protective 4
V.
Mechanical 7
IX. Accommodating 5
XI. Leading and Influencing 2, 4
XII. Physical Performing 7
Resources may include but are not limited to the following:
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
22
CCA 4.1
Middle and High School Reading
Spring 2007
 Kentucky Core Content Test / CTBS Book MAXSKILL
 Technical reading pieces
 KCCT Coach
HIGH SCHOOL
Forming a Foundation for Reading
Requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the
appropriate grade level. This involves reading at the word, sentence and connected text levels across content areas that include
multicultural texts.
Grade 9
Grade 10
Grade 11
RD-09-1.0.1
Students will interpret literal
or non-literal meanings of
words in a passage.
RD-10-1.0.1
Students will interpret
literal or non-literal
meanings of words in a
passage.
DOK 2
RD-11-1.0.1
Students will interpret literal or
non-literal meanings of words in
a passage.
Grade 12
RD-12-1.0.1
Students will interpret
literal or non-literal
meanings of words in a
passage.
GED Connections:
High school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-09-1.0.2
Students will make
predictions based on what is
read.
RD-10-1.0.2
Students will make predictions
based on what is read.
DOK 2
RD-11-1.0.2
Students will make predictions
based on what is read.
RD-12-1.0.2
Students will make
predictions based on what is
read.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
23
CCA 4.1
Middle and High School Reading
Spring 2007
GED Connections:
High school activities connected to KY Core Content and Career Majors may include but are not limited to the
following: SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-09-1.0.3
Students will formulate
questions to guide reading.
RD-10-1.0.3
Students will formulate
questions to guide reading.
RD-11-1.0.3
Students will formulate
questions to guide reading.
RD-12-1.0.3
Students will formulate
questions to guide reading.
GED Connections: Literary Texts
High school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
 Students will locate information to develop questions related to explicit or implicit central ideas in text. Students exchange
questions to review answers
Career Major skills and abilities connected to activities may include but are not limited to the following:
I. Artistic 5
II. Scientific 4
IV. Protective 4
V. Mechanical 7
Resources may include but are not limited to the following:
 Literary works
 KCCT Coach
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
24
CCA 4.1
RD-09-1.0.4
Students will interpret the
meaning of jargon, dialect or
specialized vocabulary found
in a passage.
Middle and High School Reading
RD-10-1.0.4
Students will interpret the
meaning of jargon, dialect
or specialized vocabulary
found in a passage.
DOK 2
RD-11-10.0.4
Students will interpret the
meaning of jargon, dialect or
specialized vocabulary found in
a passage.
Spring 2007
RD-12-1.0.4
Students will interpret the
meaning of jargon, dialect
or specialized vocabulary
found in a passage.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the
following:
Students will:
 Listen to poetry or other literary pieces and interpret the figurative language used
 Discuss the figurative language
 Chart findings throughout the discussion.
 Observe a teacher modeling the use of specialized vocabulary list (e.g., CATS words, Mathematical language, and legal vocabulary)
 Create a specialized vocabulary list that relates to his/her career major
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, 4, 5, 7, 8, 10, 11
II. Scientific 4
IV. Protective 2, 3, 4, 5
V. Mechanical 7
VII. Business Detail 5, 7
VIII. Selling 8
IX. Leading & Influencing 1, 4, 12
X. Humanitarian 4
XI. Leading & Influencing 4
XII. Physical Performing 7, 8
 Resources may include but are not limited to the following:
 Poems
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
25
CCA 4.1









Middle and High School Reading
Spring 2007
Plays
Other pieces containing figurative language
KCCT Coach
Lists of specialized vocabularies, terms
Career major list
Dictionary
Encyclopedia of Vocational and Career Guidance
Practical Workplace materials
KCCT Coach
Steck-Vaughn 2000 Instructional Series Published 2002-Language Arts/Reading
 Instructional Book pp.136-140
 Exercise Book Unit II Fiction
 Instructional Book pp. 182-186
 Exercise Book Unit III Poetry
Steck-Vaughn 2000 GED Instructional Series Published 2002-Language Arts /Reading
Instructional Book pp. 176-180 Exercise Book –Unit III Poetry
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
26
High School and Middle School Reading
3/24/2016
Developing an Initial Understanding
Requires readers to consider the text as a whole or in a broader perspective to develop an initial understanding.
Grade 9
RD-09-2.0.1
Students will paraphrase
information in a passage.
Grade 10
RD-10-2.0.1
Students will paraphrase
information in a passage.
DOK 2
Grade 11
RD-11-2.0.1
Students will paraphrase
information in a passage.
Grade 12
RD-12-2.0.1
Students will paraphrase
information in a passage.
GED Connections:
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-09-2.0.2
Students will identify essential
information from a passage
needed to accomplish a task.
RD-10-2.0.2
Students will identify essential
information from a passage
needed to accomplish a task.
DOK 1
RD-11-2.0.2
Students will identify essential
information from a passage needed
to accomplish a task.
RD-12-2.0.2
Students will identify essential
information from a passage
needed to accomplish a task.
GED Connections: Literary Texts, Non-fictional Prose
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
27
High School and Middle School Reading
3/24/2016
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Prepare a written step-by-step plan for completing a simple task. (E.g., kitchen clean-up, preparing a meal for 6 people, etc.)
 Share the plan with partners to see if they could follow the plan
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I. Artistic 1, 3, 5, 7
II. Scientific 4
IV. Protective 3
V. Mechanical 7
VI. Industrial 3, 4, 6
XI. Leading and Influencing 4
Resources may include but are not limited to the following:
 Booklets
 Brochures
 Articles
Steck-Vaughn 2000 Instructional Series Published 2002-Language Arts/Reading
 Instructional Book pp. 48-52
Exercise Book Unit I Non Fiction
RD-09-2.0.3
Students will apply the
information contained in a
passage to accomplish a
task/procedure or to answer
questions about a passage.
RD-10-2.0.3
Students will apply the
information contained in a
passage to accomplish a
task/procedure or to answer
questions about a passage.
DOK 2
RD-11-2.0.3
Students will apply the information
contained in a passage to
accomplish a task/procedure or to
answer questions about a passage.
RD-12-2.0.3
Students will apply the
information contained in a
passage to accomplish a
task/procedure or to answer
questions about a passage.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
28
High School and Middle School Reading
3/24/2016
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Use various informational instructions to complete projects
 Display projects
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I. Artistic 1, 5
II. Scientific 4, 7
III. Plants and Animals 8
IV. Protective 4
V. Mechanical 7
VI. Industrial 6
IX. Accommodating 5
XI. Leading and Influencing 4
XII. Physical Performing 10
Resources may include but are not limited to the following:
 Practical workplace articles with directions
Steck-Vaughn 2000 Instructional Series Published 2002-Language Arts/Reading
 Instructional Book pp. 54-58
Exercise Book Unit I Non Fiction
RD-09-2.0.4
Students will follow the
sequence of information from a
passage.
RD-10-2.0.4
Students will follow the sequence of
information from a passage.
RD-11-2.0.4
Students will follow the sequence of
information from a passage.
RD-12-2.0.4
Students will follow the
sequence of information from a
passage.
GED Connections: Literary Texts, Non-fictional Prose
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
29
High School and Middle School Reading
3/24/2016
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Develop a written personal career pathway using a career major
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 3, 5
II. Scientific 4
IV. Protective 3, 4, 9, 10
V. Mechanical 6, 7
VII. Business Detail 1, 4
X. Humanitarian 1
XI. Leading and Influencing 4, 9, 13
XII. Physical Performing 7, 14
Resources may include but are not limited to the following:
 Job Analyzer
 Encyclopedia of Vocational and Career Guidance
 KCCT Coach
Steck-Vaughn 2000 Instructional Series Published 2002-Language Arts/Reading
 Instructional Book pp. 48-52
Exercise Book Unit I Non Fiction
RD-09-2.0.5
Students will interpret concrete
or abstract terms using context
from the passage.
RD-10-2.0.5
Students will interpret
concrete or abstract terms
using context from the passage.
DOK 2
RD-11-2.0.5
Students will interpret concrete or
abstract terms using context from
the passage.
RD-12-2.0.5
Students will interpret concrete
or abstract terms using context
from the passage.
GED Connections:
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
30
High School and Middle School Reading
3/24/2016
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-09-2.0.6
Students will explain the main
ideas of a passage and identify
the key ideas or information
that support them.
RD-10-2.0.6
Students will explain the main
ideas of a passage and identify
the key ideas or information
that support them.
DOK 3
RD-11-2.0.6
Students will explain the main ideas
of a passage and identify the key
ideas or information that support
them.
RD-12-2.0.6
Students will explain the main
ideas of a passage and identify
the key ideas or information
that support them.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Use a graphic organizer to understand the meaning of a passage.
-Literary – story map, sequence chain, timeline.
- Persuasive – flow chart
- Informational – KWl, concept map, web, timeline.
- Practical – flow chart and map
 Explain the meaning of a passage in a written/oral report.
 Interpret the meaning of a passage in a dramatic or artistic performance.
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, 6, 8,10, 11
II. Scientific 4, 5, 7
III. Plants & Animals 8
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
31
High School and Middle School Reading
3/24/2016
IV. Protective 2, 3, 4, 5, 7, 10
V. Mechanical 3, 7
VI. Industrial 1, 3, 6
VII. Business Detail 3, 4, 5, 7
VIII. Selling 8
IX. Accommodating 1, 4, 5, 9, 12
X. Humanitarian 4, 8, 9, 10
XI. Leading & Influencing 2, 4, 6, 9, 10, 11, 12
XII. Physical Performing 4, 7, 8, 14
Resources may include but are not limited to the following:
 Reading passages
 KCCT Coach
 Transformations Volume II
Steck-Vaughn 2000 GED Instructional Series Published 2002-Language Arts /Reading
 Instruction Book
pp. 34-41
Exercise Book – Unit III Poetry
RD-09-2.0.7
Students will make inferences,
draw conclusions or make
generalizations based on
evidence from a passage.
RD-10-2.0.7
Students will make inferences,
draw conclusions or make
generalizations based on
evidence from a passage.
DOK 3
RD-11-2.0.7
Students will make inferences, draw
conclusions or make generalizations
based on evidence from a passage.
RD-12-2.0.7
Students will make inferences,
draw conclusions or make
generalizations based on
evidence from a passage.
GED Connections: : Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Identify author’s message and identify supporting details in an informational selection
 Use an overhead to show their identified details and that support the message within informational passage
 Complete anticipation guide
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
32
High School and Middle School Reading
3/24/2016




Complete directed reading/thinking activity to make predictions
Read articles and books on projected social and economical changes
Analyze and predict future demands of the job market
Collect and analyze information and predictions in journals
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, 4, 5, 8, 10
II. Scientific 1, 2, 4
IV. Protective 2, 4, 5
V. Mechanical 5, 7
VII. Business Detail 4, 5, 7
VIII. Selling 8
IX. Accommodating 1, 12
X. Humanitarian 3, 4
XI. Leading and Influencing 4
XII. Physical Performing 7, 8
Resources may include but are not limited to the following:
 Teaching Reading in the Content Areas
 KCCT Coach
Steck-Vaughn 2000 Instructional Series Published 2002-Language Arts/Reading
 Instructional Book pp.42-46
Exercise Book Unit I Non Fiction
 Newspapers,
 Magazines
 KCCT Coach
Steck-Vaughn 2000 Instructional Series Published 2002-Social Studies
 Instructional Book pp. 136-143
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
33
High School and Middle School Reading
3/24/2016
 Exercise Book Unit III Civics and Government
Interpreting Text
Requires readers to extend their initial impressions to develop a more complete understanding of what is read. This involves linking information
across parts of a text as well as focusing on specific information.
Grade 9
Grade 10
Grade 11
Grade 12
RD-09-3.0.1
Students will explain or analyze
how a conflict in a passage is
resolved.
RD-10-3.0.1
Students will explain or
analyze how a conflict in a
passage is resolved.
DOK 3
RD-11-3.0.1
Students will analyze how a conflict
in a passage is resolved.
RD-12-3.0.1
Students will analyze how a
conflict in a passage is resolved.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Role play conflict in a passage demonstrating how it is resolved
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 2, 4, 5, 7, 8, 10, 11
II. Scientific 4
IV. Protective 2, 5
V. Mechanical 7
VIII. Selling 5, 7
IX. Accommodating 1, 12
XI. Leading & Influencing 3, 4
XII. Physical Performing 4
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
34
High School and Middle School Reading
3/24/2016
Resources may include but are not limited to the following:
 Transformations II
 KCCT Coach
Steck-Vaughn 2000 GED Instructional Series Published 2002-Language Arts /Reading
 Instructional Book pp. 106-110 Exercise Book –Unit II Fiction
Instructional Book pp. 210-214 Exercise Book – Unit IV Drama
RD-09-3.0.2
Students will identify or explain
an author’s purpose in a
passage.
RD-10-3.0.2
Students will identify or explain an
author’s purpose in a passage.
DOK 2
RD-11-3.0.2
Students will analyze an author’s
purpose in a passage.
RD-12-3.0.2
Students will analyze an
author’s purpose in a passage.
GED Connections:
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
RD-09-3.0.3
Students will explain an
author’s position based on
evidence in a passage.
RD-10-3.0.3
Students will explain an
author’s position based on
evidence in a passage.
DOK 2
RD-11-3.0.3
Students will explain an author’s
position based on evidence in a
passage.
RD-12-3.0.3
Students will explain an
author’s position based on
evidence in a passage.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Read articles that present political or cultural viewpoints
 Identify the author’s position based on evidence in the passage.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
35
High School and Middle School Reading
3/24/2016
 Have panel debate on author’s positions
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, 4, 5, 8, 10, 11
II. Scientific 4
V. Mechanical 7
VII. Business Detail 7
VIII. Selling 8
IX. Accommodating 1, 12
X. Humanitarian 4
XI. Leading and Influencing 3
XII. Physical Performing 7
Resources may include but are not limited to the following:
 Articles
 Newspapers
Steck-Vaughn 2000 Instructional Series Published 2002-Social Studies
 Instructional Book pp. 66-73
Exercise Book Unit I US History
RD-09-3.0.4
Students will accept or reject an
argument, giving supporting
evidence from the passage.
RD-10-3.0.4
Students will accept or reject an
argument, giving supporting
evidence from the passage.
DOK 3
RD-11-3.0.4
Students will accept or reject an
argument, giving supporting
evidence from the passage.
RD-12-3.0.4
Students will accept or reject an
argument, giving supporting
evidence from the passage.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Read articles with two viewpoints. Choose one viewpoint, accept or reject the argument giving supporting evidence from the passage
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
36
High School and Middle School Reading
3/24/2016
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, 8, 10, 11
II.
Scientific 4
V.
Mechanical 7
VII. Business Detail 7
VIII. Selling 8
IX.
Accommodating 1, 12
X.
Humanitarian 4
XI.
Leading and Influencing 3, 4
XII. Physical Performing 7
Resources may include but are not limited to the following:
 Articles
 Newspapers
Steck-Vaughn 2000 Instructional Series Published 2002-Language Arts/Reading
 Instructional Book pp. 34-40
Exercise Book Unit I Non Fiction
RD-09-3.0.5
Students will analyze an
argument, giving supporting
evidence from the passage.
RD-10-3.0.5
Students will analyze an
argument, giving supporting
evidence from the passage.
DOK 3
RD-11-3.0.5
Students will evaluate an argument,
giving supporting evidence from the
passage.
RD-12-3.0.5
Students will evaluate an
argument, giving supporting
evidence from the passage.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Read a passage and outline and/or use a chart to present their point of view and present to the class.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
37
High School and Middle School Reading
3/24/2016
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
II.
IV.
V.
VII.
VIII.
IX.
X.
XI.
Artistic 5, 8, 10, 11
Scientific 4
Protective 4, 5
Mechanical 4, 7
Business Detail 5, 7
Selling 8
Accommodating 1
Humanitarian 4
Leading & Influencing 3, 4
Resources may include but are not limited to the following:
 Appropriate passages from a variety of reading sources (e.g., newspapers, magazines, books)
RD-09-3.0.6
Students will analyze the
relationship between a speaker’s
or character’s motivation and
behavior in a passage, as
revealed by the dilemmas.
RD-10-3.0.6
Students will analyze the
relationship between a
speaker’s or character’s
motivation and behavior in a
passage, as revealed by the
dilemmas.
DOK 3
RD-11-3.0.6
Students will analyze the
relationship between a speaker’s or
character’s motivation and behavior
in a passage, as revealed by the
dilemmas.
RD-12-3.0.6
Students will analyze the
relationship between a
speaker’s or character’s
motivation and behavior in a
passage, as revealed by the
dilemmas.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Use a T-chart to analyze the relationship between a speaker’s or character’s motivations and behavior in a passage as revealed by the dilemmas
and review their findings with another student who has read the same passage.
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 5
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
38
High School and Middle School Reading
3/24/2016
II.
III.
IV.
V.
VI.
VII.
IX.
X.
XI.
Scientific 4
Plants & Animals 8
Protective 4
Mechanical 7
Industrial 6
Business Detail
Accommodating 1
Humanitarian 4
Leading & Influencing 4
Resources may include but are not limited to the following:
 Literary Works
 KCCT Coach
RD-09-3.0.7
Students will analyze or
evaluate the use of supporting
details as they relate to the
author’s message.
RD-10-3.0.7
Students will analyze or evaluate the
use of supporting details as they
relate to the author’s message.
DOK 3
RD-11-3.0.7
Students will analyze or evaluate the
use of supporting details as they
relate to the author’s message.
RD-12-3.0.7
Students will analyze or
evaluate the use of supporting
details as they relate to the
author’s message.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Identify supporting details and analyze the details with a partner b y charting the details
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
II.
IV.
V.
X.
XI.
Artistic 5
Scientific 4
Protective 4
Mechanical 4, 7
Humanitarian 9
Leading & Influencing 4
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
39
High School and Middle School Reading
3/24/2016
Resources may include but are not limited to the following:
 Literary Works
 Newspapers
 KCCT Coach
RD-09-3.0.8
Students will analyze or
evaluate the use of persuasive or
propaganda techniques within a
passage.
RD-10-3.0.8
Students will analyze or
evaluate the use of persuasive
or propaganda techniques
within a passage.
DOK 3
RD-11-3.0.8
Students will analyze or evaluate the
use of persuasive or propaganda
techniques within a passage.
RD-12-3.0.8
Students will analyze or
evaluate the use of persuasive
or propaganda techniques
within a passage.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Identify persuasive techniques and purposes in advertising.
 Chart examples with a partner
 Display ads noting techniques and purposes.
 Provide examples of persuasive and propaganda techniques.
 Identify techniques in ads, radio/TV commercials
 Create a visual to display examples (over head, videos, power point, poster, bulletin board, etc.)
 Read persuasive articles. and determine the degree of influence by the author
 Participate in group discussion with a scriber charting remarks/debates
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, 6 , 10, 11
II. Scientific 4
IV. Protective 2, 4, 5, 7
V. Mechanical 7
VII. Business Detail 6, 7
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
40
High School and Middle School Reading
3/24/2016
VIII. Selling 8
IX. Accommodating 1, 12
X. Humanitarian 4
XI. Leading and Influencing 4, 9
XII. Physical Performing 7, 8
Resources may include but are not limited to the following:
 Newspapers
 Magazines articles
 TV commercials and ads
 KCCT Coach
 Articles
 Advertisements
Steck-Vaughn 2000 Instructional Series Published 2002-Social Studies
 Instructional Book pp.152-159
 Exercise Book Unit III Civics And Government
Steck-Vaughn 2000 Instructional Series Published 2002-Language Arts/Reading
 Instructional Book pp.84-88
 Exercise Book Unit I Non Fiction
 Instructional Book pp. 60-70
 Exercise Book Unit I Non Fiction
 Instructional Book pp. 130-134
 Exercise Book Unit II Fiction
 Instructional Book pp. 194-198
 Exercise Book Unit III Poetry
 Instructional Book pp. 228-232
 Exercise Book Unit IV Drama
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
41
High School and Middle School Reading
3/24/2016
RD-09-3.0.9
Students will explain the
appropriateness of the author’s
content for an intended
audience.
RD-10-3.0.9
Students will explain the
appropriateness of the author’s
content for an intended
audience.
DOK 3
RD-11-3.0.9
Students will explain the
appropriateness of the author’s
content for an intended audience.
RD-12-3.0.9
Students will explain the
appropriateness of the author’s
content for an intended
audience.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Read articles representing two different viewpoints. Choose one viewpoint and determine if the argument is appropriate for its intended
audience.
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, 4, 5, 8, 10, 11
II. Scientific 4
IV. Protective 2, 3, 4, 5, 7
VII. Business Detail 7
VIII. Selling 2, 8
IX. Accommodating 1, 12
X. Humanitarian 4
XI. Leading and Influencing 3, 4
XII. Physical Performing 4, 7
Resources may include but are not limited to the following:
 Newspapers
 Magazine articles
Steck-Vaughn 2000 Instructional Series Published 2002-Language Arts/Reading
 Instructional Book pp. 60-64
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
42
High School and Middle School Reading
3/24/2016
 Exercise Book Unit I Non Fiction
 Instructional Book pp. 118-192
 Exercise Book Unit III Poetry
 Instructional Book pp. 142-146
 Exercise Book Unit II Fiction
Reflecting and Responding to Text
Requires readers to connect knowledge from the text with their own background knowledge. The focus is on how the text relates to personal
knowledge.
Grade 9
Grade 10
Grade 11
Grade 12
RD-09-4.0.1
Students will analyze the
content or make connections as
it applies to students’ lives (textto-self), real-world issues (textto-world) or other texts (text-totext).
RD-10-4.0.1
Students will analyze the content or
make connections as it applies to
students’ lives (text-to-self), realworld issues (text-to-world) or
other texts (text-to-text).
RD-11-4.0.1
Students will evaluate the content or
make connections as it applies to
students’ lives (text-to-self), realworld issues (text-to-world) or other
texts (text-to-text).
RD-12-4.0.1
Students will evaluate the
content or make connections as
it applies to students’ lives (textto-self), real-world issues (textto-world) or other texts (text-totext).
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Students select a character with background life experiences most like their own and use a Venn diagram to identify similarities and differences
 Work individually, with a partner or in a small group to chart implications of an identified current event on their lives
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic1, 2, 4, 5, 8, 10
II. Scientific 2, 4
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
43
High School and Middle School Reading
3/24/2016
IV. Protective 2, 3, 4, 5
V. Mechanical 4, 5, 7
VII. Business Detail 4, 5, 7
VIII. Accommodating 1, 12
VIII. Humanitarian 4
XI. Leading and Influencing 4
XII. Physical Performing 7, 8







Resources may include but are not limited to the following:
Encyclopedia of Vocational and Career Guidance
Reading passages
Transformations Volume II
KCCT Coach
Newspapers,
Magazines
Steck-Vaughn 2000 GED Instructional Series Published 2002-Language Arts /Reading
 Instructional Book pp. 78-83
Exercise Book –
Unit I Non-fiction
Steck-Vaughn 2000 Instructional Series Published 2002-Social Studies
 Instructional Book pp. 136-143
 Exercise Book Unit III Civics and Government
RD-09-4.0.2
Students will use evidence from
a passage to formulate opinions
in response to a reading
passage.
RD-10-4.0.2
Students will use evidence from a
passage to formulate opinions in
response to a reading passage.
RD-11-4.0.2
Students will use evidence from a
passage to formulate opinions in
response to a reading passage.
RD-12-4.0.2
Students will use evidence from
a passage to formulate opinions
in response to a reading
passage.
GED Connections:
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
44
High School and Middle School Reading
3/24/2016
SKILL
Career Major skills and abilities connected to activities may include but are not limited to the following:
Resources may include but are not limited to the following:
Demonstrating a Critical Stance
Requires readers to consider the text objectively. It involves a range of tasks, including critical evaluation, comparing and contrasting and
understanding the impact of features such as irony, humor and organization.
Grade 9
Grade 10
RD-09-5.0.1
Students will compare and
contrast the characteristics of a
variety of literary genres.
RD-10-5.0.1
Students will compare and
contrast the characteristics of a
variety of literary genres.
DOK 3
Grade 11
RD-11-5.0.1
Students will compare and contrast
the characteristics of a variety of
literary genres.
Grade 12
RD-12-5.0.1
Students will compare and
contrast the characteristics of a
variety of literary genres.
GED Connections: NONE
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Read different passages and identify what genre is used
 Rewrite and perform a scene from a classic period play that reflects current culture
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, 6, 7, 8, 9, 10, 11
II. Scientific 3, 4
IV. Protective 3, 4, 5
V. Mechanical 2, 3, 7, 8, 12, 14, 15
VI. Industrial 3
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
45
High School and Middle School Reading
3/24/2016
VII.
IX.
XI.
XII.
Business Detail 4, 5, 7
Accommodating 1, 3, 5
Leading & Influencing 3, 4, 12
Physical Performing 3, 4, 7, 8, 9, 10, 11
Resources may include but are not limited to the following:
 Personal Best
 KCCT Coach
RD-09-5.0.2
Students will analyze or
evaluate the effectiveness of
literary elements (e.g., theme,
characterization, setting, point
of view, conflict and resolution,
plot, structure) within a
passage.
RD-10-5.0.2
Students will analyze or
evaluate the effectiveness of
literary elements (e.g., theme,
characterization, setting, point
of view, conflict and
resolution, plot, structure)
within a passage.
DOK 3
RD-11-5.0.2
Students will analyze or evaluate the
effectiveness of literary elements
(e.g., theme, characterization,
setting, point of view, conflict and
resolution, plot, structure) within a
passage.
RD-12-5.0.2
Students will analyze or
evaluate the effectiveness of
literary elements (e.g., theme,
characterization, setting, point
of view, conflict and resolution,
plot, structure) within a
passage.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
46
High School and Middle School Reading
3/24/2016
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Read a book that reflects two points of view
 Work as partners or in small groups.
 Debate the two points of view.
 Have a scriber report to full class what points were made in their debate.
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, 4, 5, 8, 10, 11
II. Scientific 4
IV. Protective 2, 4, 5
V. Mechanical 7
VI. Industrial 6
VII. Business Detail 5, 7, 8
VIII. Selling 8
IX. Leading & Influencing 1, 12
X. Humanitarian 4
XI. Accommodating 3, 4
XII. Physical Performing 4, 7, 14
Resources may include but are not limited to the following:
 Short Stories
 Books of Choice
Steck-Vaughn 2000 GED Instructional Series Published 2002-Language Arts /Reading
 Instructional Book pp 84-88
 Exercise Book Unit I Non- Fiction
 Instructional Book 124-128
 Exercise Book Unit II Fiction
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
47
High School and Middle School Reading
3/24/2016
RD-09-5.0.3
Students will analyze the author’s
use of literary devices in a
passage (e.g., symbolism, irony,
analogies, imagery, figurative
language).
RD-10-5.0.3
Students will analyze the author’s
use of literary devices in a passage
(e.g., symbolism, irony, analogies,
imagery, figurative language).
DOK 3
RD-11-5.0.3
Students will analyze the author’s
use of literary devices in a passage
(e.g., symbolism, irony, analogies,
imagery, figurative language).
RD-12-5.0.3
Students will analyze the
author’s use of literary devices
in a passage (e.g., symbolism,
irony, analogies, imagery,
figurative language).
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Open Response-discuss the author’s use of (theme, conflict and resolution, symbolism, irony, analogies, and figurative language) as it affects the
story.
 Chart findings throughout the discussion.
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 2, 4, 5
II. Scientific 4
IV. Protective 2, 4, 5
V. Mechanical 7
VII. Business Detail 5, 7
VIII. Selling 8
IX. Accommodating 1, 12
X. Humanitarian 4
XI. Leading & Influencing 4
XII. Physical Performing 7
Resources may include but are not limited to the following:
 Stories
 Story passages,
 Plays,
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
48
High School and Middle School Reading
3/24/2016
 Poetry
 KCCT Coach
Steck-Vaughn 2000 GED Instructional Series Published 2002-Language Arts /Reading
 Instructional Book pp.84-88 and Exercise Book – Non-Fiction Unit
 Instructional Book pp.194-198
Exercise Book – Poetry Unit
 Instructional Book pp. 228-232
Exercise Book – Unit IV Drama
RD-09-5.0.4
Students will critique the
author’s word choice, style, tone
or content.
RD-10-5.0.4
Students will critique the
author’s word choice, style,
tone or content.
DOK 3
RD-11-5.0.4
Students will critique the author’s
word choice, style, tone or content.
RD-12-5.0.4
Students will critique the
author’s word choice, style, tone
or content.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Critique a literary passage concerning character development and discuss how the author’s words affect the reader’s feeling for the character.
Write a response to a literary passage in which you discuss how a character is developed and your feelings about that character
 Compare and contrast moods of two different reading passages
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
II. Scientific 4
III. Plants and Animals 8
IV. Protective 3, 4
V. Mechanical 7
VII. Business Detail 4
XI. Leading and Influencing 4
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
49
High School and Middle School Reading
3/24/2016
XII. Physical Performing 7, 8
Resources may include but are not limited to the following:
 Reading passages
 KCCT Coach
 Transformations Volume II
 KCCT Coach
Steck-Vaughn 2000 GED Instructional Series Published 2002-Language Arts /Reading
 Instructional Book pp. 34-40
Exercise Book – Unit I Non-fiction
Instructional Book pp. 100-104 Exercise Book – Unit II Fiction
RD-09-5.0.5
Students will compare or
contrast elements, views, ideas
or events presented in one or
more passages.
RD-10-5.0.5
Students will compare or contrast
elements, views, ideas or events
presented in one or more passages
DOK 4
RD-11-5.0.5
Students will compare or contrast
elements, views, ideas or events
presented in one or more passages.
RD-12-5.0.5
Students will compare or
contrast elements, views, ideas
or events presented in one or
more passages.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Read articles with differing points of view and compare the differing points of view
 Submit an essay
 Give an open response with a rubric to determine performance
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
II. Scientific 4
III. Plants and Animals 8
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
50
High School and Middle School Reading
3/24/2016
IV.
V.
VII.
VIII.
X.
XI.
XII.
Protective 3, 4
Mechanical 7
Business Detail 4
Selling 2
Humanitarian 4
Leading and Influencing 3, 4
Physical Performing 7, 8
Resources may include but are not limited to the following:
 Articles
Steck-Vaughn 2000 Instructional Series Published 2002-Language Arts/Reading
 Instructional Book pp. 78-82
 Exercise Book Unit I Non Fiction
 Instructional Book pp. 148-152
 Exercise Book Unit II Fiction
RD-09-5.0.6
Students will analyze the ways
in which similar themes or ideas
are developed in more than one
text.
RD-10-5.0.6
Students will analyze the ways in
which similar themes or ideas are
developed in more than one text.
DOK 4
RD-11-5.0.6
Students will analyze the ways in
which similar themes or ideas are
developed in more than one text.
RD-12-5.0.6
Students will analyze the ways
in which similar themes or
ideas are developed in more
than one text.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Work in a small group to complete a T-Chart to analyze similar themes and/or ideas from more than one text and present findings to the class.
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
II.
IV.
Artistic 5, 8, 10, 11
Scientific 4
Protective 4, 5
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
51
High School and Middle School Reading
3/24/2016
V.
VII.
VIII.
IX.
X.
XI.
Mechanical 4, 7
Business Detail 5
Selling 8
Accommodating 1
Humanitarian 9
Leading & Influencing 3
Resources may include but are not limited to the following:
 Literary Work
 KCCT Coach
RD-09-5.0.7
Students will evaluate the
effectiveness of organization or
format in fulfilling the purpose
of a passage.
RD-10-5.0.7
Students will evaluate the
effectiveness of organization or
format in fulfilling the purpose of a
passage.
RD-11-5.0.7
Students will evaluate the
effectiveness of organization or
format in fulfilling the purpose of a
passage.
RD-12-5.0.7
Students will evaluate the
effectiveness of organization or
format in fulfilling the purpose
of a passage.
GED Connections:
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Read a passage in two formats, e.g., play and narrative, to determine the effectiveness upon the reader of the formats.
 Groups of students will present the two formats for fellow classmates to determine the effectiveness of comprehension by the two formats.
Career Major skills and abilities connected to activities may include but are not limited to the following:
I.
Artistic 2, 4, 5, 8, 10, 11
II. Scientific 4
IV. Protective 4, 5
V. Mechanical 7
VII. Business Detail 5, 7
VIII. Selling 8
IX. Accommodating 1
X. Humanitarian 4
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
52
High School and Middle School Reading
3/24/2016
XI. Leading & Influencing 3
Resources may include but are not limited to the following:
 Literary Works
 KCCT Coach
RD-09-5.0.8
Students will explain how the
use of text features (e.g.,
illustrations, charts, lists, tables,
graphs, tables of contents,
indexes, glossaries, headings,
captions), format or layout
enhances the reader’s
understanding of a passage.
RD-10-5.0.8
Students will explain how the
use of text features (e.g.,
illustrations, charts, lists,
tables, graphs, tables of
contents, indexes, glossaries,
headings, captions), format or
layout enhances the reader’s
understanding of a passage.
DOK 3
RD-11-5.0.8
Students will explain how the use of
text features (e.g., illustrations,
charts, lists, tables, graphs, tables of
contents, indexes, glossaries,
headings, captions), format or
layout enhances the reader’s
understanding of a passage.
RD-12-5.0.8
Students will explain how the
use of text features (e.g.,
illustrations, charts, lists,
tables, graphs, tables of
contents, indexes, glossaries,
headings, captions), format or
layout enhances the reader’s
understanding of a passage.
GED Connections: Literary Texts, Non-fictional Prose
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
53
High School and Middle School Reading
3/24/2016
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
 Evaluate practical workplace materials to determine if the product will meet individual needs
 Choose specific materials to evaluate
 Create charts to indicate appropriate vs. inappropriate use for individual needs
 Read and effectively explain charts, graphs, etc. in technical reading pieces by using SQ3R
 Define words in sections that are boldfaced and italicized
 Utilize the table of contents, headings, special type, introductions, and captions to locate information
 Identify and explain how page format, layout, and/or organizational aids assist the reader in interpretation of the article
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
II. Scientific 4
III. Plants and Animals 8
IV. Protective 2, 3, 4 , 5
VI. Mechanical 4, 7, 14
VII. Business Detail 4, 5
VIII. Selling 5, 8
XI. Leading and Influencing 2, 3, 4, 9, 12
XII. Physical Performing 4, 7, 8, 10, 14
Resources may include but are not limited to the following: Practical Workplace materials
 Newspaper clippings
 Magazine articles
 KCCT Coach
Steck-Vaughn 2000 Instructional Series Published 2002-Language Arts/Reading
 Instructional Book pp.112-117
 Exercise Book Unit II Fiction
Steck-Vaughn 2000 GED Instructional Series Published 2002-Social Studies
 Instructional Book pp.-84-93 Exercise Book Unit I US History
Steck-Vaughn 2000 Instructional Series Published 2002-Language Arts/Reading
 Instructional Book pp. 48-52
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
54
High School and Middle School Reading
3/24/2016
 Exercise Book Unit I Non Fiction
RD-09-5.0.9
Students will analyze the
effectiveness of the
organizational patterns in a
passage (e.g., cause and
effect, repetition,
comparison and contrast,
sequence, generalizations)
for fulfilling the purpose of
the passage.
RD-10-5.0.9
Students will analyze the
effectiveness of the organizational
patterns in a passage (e.g., cause
and effect, repetition, comparison
and contrast, sequence,
generalizations) for fulfilling the
purpose of the passage.
DOK 3
RD-11-5.0.9
Students will analyze the
effectiveness of the
organizational patterns in a
passage (e.g., cause and effect,
repetition, comparison and
contrast, sequence,
generalizations) for fulfilling
the purpose of the passage.
RD-12-5.0.9
Students will analyze the
effectiveness of the
organizational patterns in a
passage (e.g., cause and
effect, repetition,
comparison and contrast,
sequence, generalizations)
for fulfilling the purpose of
the passage.
GED Connections: Literary Texts, Non-fictional Prose
High school activities connected to KY Core Content and Career Majors may include but are not limited to the following:
Students will:
 Provide samples of organizational patterns used in reading selections
 Write an informational piece using a specific organizational pattern
 Provide samples of informational text with different organizations and formats
 Evaluate how organization and format assist the author in fulfilling the purpose of a passage
 Have a class discussion and chart points discussed
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, 4, 5, 8, 10
II. Scientific 4
III. Plants and Animals 8
IV. Protective 2, 3, 4, 5, 10
V. Mechanical 4, 7
VI. Industrial 3
VII. Business Detail 4, 5, 7
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
55
High School and Middle School Reading
3/24/2016
IX. Accommodating 1, 5, 12
XI. Leading and Influencing 4, 6, 9
XI. Physical Performing 7, 8
Resources may include but are not limited to the following:
 Informational reading passages with different organizational patterns
Steck-Vaughn 2000 GED Instructional Series Published 2002-Language Arts /Reading






Instructional Book pp. 118-22
Exercise Book – Unit II Fiction
Instructional Book pp. 84-89
Exercise Book – Unit I Non-Fiction
Instructional Book pp.100-104
Exercise Book Unit II Fiction
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
56
High School and Middle School Reading
3/24/2016
Bloom’s Taxonomy
Competence
(a) 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
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
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

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
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
58
Middle School Reading
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MIDDLE SCHOOL RESOURCES
Reading Vocabulary
synonyms
antonyms
homonyms
short stories
novel essays
poetry
plays
scripts
characterization
setting
plot
theme
point of view
cause and effect
compare / contrast
sequence
supporting details
informative
persuasive
fact / opinion
comparison
prefixes
suffixes
scan / skim
predictions
conclusions
generalizations
reflect
evaluate
real world issues
analyze
explain
foreshadowing
imagery
figurative language
similes
metaphors
personification
hyperbole
summarize
argument / supporting details
expert opinion
testimonial
statistics
band wagon
bias
misinformation
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
59
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Middle School 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 includes 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,
and rate).
Organizational signals/aids: Those included in print to help
readers understand text (e.g., bullets, bold print, graphics,
headings, lists, embedded visuals, graphs).
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
60
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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).
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).
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.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
61
Middle School Reading
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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.
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 Transformations 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’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.
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.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
62
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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.
Standards for the English Language Arts. Urbana, IL and
Newark, DE: International Reading Association & National
Council of Teachers of English, 1996.
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.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
63
Middle School Reading
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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.
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 & 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, 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.
Article II. Internet Resources
The Alphabet Superhighway
http://www.ash.udel.edu/ash/
American Library Association/Association for Library Service to
Children
http://www.ala.org/alsc/
America Reads Challenge
http://www.cns.gov/areads
Authors Mentoring Authors On-Line A Writing Workshop
http://www.intercom.net/user/meh/author/html
Bank Street College
http://www.bnkst.edu/americareads/books.html
Children’s Book Council
http://www.cbcbooks.org/
Children’s Literature Web Guide
http://www.acs.ucalgary.ca/dkbrown/
ERIC Clearinghouse on Reading, English, and Communication
http://www.indiana.edu/eric_rec
http://www.ncee.org
Homework Central English/Language Arts
http://www.homeworkcentral.com/english/tac.elps.vt.edu/htmld
vcs/ibm.html
Kathy Schrock’s Guide for Educators
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
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http://www.kidscampaigns.org/
Literacy Volunteers of America
http://literacy.kent.edu/LVA/
National Council of Teachers of English
http://www.ncte.org
National Institute for Literacy
http://www.nwrel.org/national/
Reading On-Line
http://www.readingonline.org
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.
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
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, 481091259, (734) 647-6940
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
65
Middle School Reading
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HIGH SCHOOL RESOURCES
Critical Reading Vocabulary (High School):
Organizational Aids
 bullets
 bold face type
 italics
 indentation
Specialized Vocabulary
paraphrase
formulate opinion
conflict
resolution
word choice
style
content
literary elementary
excerpt
locate
evaluate
apply
realistic purpose
interpret
literal meaning
non-literal meaning
jargon
dialect
analyze
literary genres
characterization
setting
point-of-view
plot
whole text
structure
whole text
theme
conflict
resolution
symbolism
irony
analogies
figurative language
illustration
chart
list
table
graph
table of contents
index
glossary
heading
caption
cause and effect
comparison and contrast
sequence
generalization
persuasion
evidence
author’s position
argument
essential information
practical / work place materials
literary element
propaganda
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
66
Middle School Reading
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High School English/Language Art
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”
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
67
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How do spiritual beliefs affect one’s perception of
himself and others?
The Book of Songs
Buddhism - Kenko. “Essays in Idleness”
Christianity - Genesis 1-3 (“The Creation and the Fall”)
Confucianism-The Analects
Hinduism - Upanishad (“The Mystery of Brahman”)
Islam - The Koran (“The Opening,” “Power,” “Daybreak”)
Judaism - The Book of Ruth
Mahabharata (“Sibi”)
Native American Spirituality - Chief Seattle. American Indian
Stories
New Testament parables
Shintoism - Zeami. The Deserted Crone
Taoism - Hoff, Benjamin. The Tao of Pooh
Well, Simone. What’s So Amazing about Grace?
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
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
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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
Article III.
Article IV. 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
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
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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
www.elizreview.com (Elizabethan literature)
www.folger.edu (literature)
http://shakespeare.eb.com
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”
www.careermag.com
www.fastweb.com (scholarships)
www.petersons.com (colleges)
How do consumer publications help me become a better
evaluator and user of products?
www.pathfinder.com/money (Money Magazine)
www.localeyes.com (geographic)
www.cntraveler.com (CondeNast)
http://webtravel.org/webtravel
HYPERLINK http://www.travelchannel.com
www.travelchannel.com
What are appropriate avenues to express opinions
to various audiences?
Ravitch, Diane, ed. Democracy Reader, Diane Ravitch, ed.
http://msstate.edu/Archives/History/USA/AfroAmer/mlk.ht
ml (Martin L. King speeches)
High School English/Language Arts
Student Resources
Nontraditional Models
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
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
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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 includes 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.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
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Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
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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 audiotape 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).
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
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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.
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 Transformations 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’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.
Krogness, Mary Mercer. Just Teach Me Mrs. K. Portsmouth,
NH: Heinemann, 1995.
Kucer, Stephen B., Cecilia Silva, and Esther L. DelgadoLarocco. 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.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
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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 Rachael 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 www.SteckVaughn.com
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
Consenus 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.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
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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
http://www.ash.udel.edu/ash/
American Library Association/Association for Library Service
to Children http://www.ala.org/alsc/
America Reads Challenge
http://www.cns.gov/areads
Authors Mentoring Authors On-Line A Writing Workshop
http://www.intercom.net/user/meh/author/html
Bank Street College
http://www.bnkst.edu/americareads/books.html
Children’s Book Council
http://www.cbcbooks.org/
Children’s Literature Web Guide
http://www.acs.ucalgary.ca/dkbrown/
ERIC Clearinghouse on Reading, English, and Communication
http://www.indiana.edu/eric_rec
http://www.ncee.org
Homework Central English/Language Arts
http://www.homeworkcentral.com/english/tac.elps.vt.edu/ht
mldvcs/im. html
Kathy Schrock’s Guide for Educators
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
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http://www.kidscampaigns.org/
Literacy Volunteers of America
http://literacy.kent.edu/LVA/
National Council of Teachers of English
http://www.ncte.org
National Institute for Literacy
http://www.nwrel.org/national/
Reading On-Line
http://www.readingonline.org
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 Key University Center for Gifted Studies,
(program 4), 20:44 minutes.
Opening Up the Curriculum Getting Rid of the Ceiling,
Western Key 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
http://www.education.ky.gov/KDE/Default.htm and the State
Multiple List of Textbooks and Instructional Materials,
Adoption
Groups I - VI, Grades Primary through 12.
e.g. – suggestions, not a comprehensive list)
Department of Juvenile Justice-Quality Assurance
Bold-State Assessment Content Standard (These criteria are assessed in the portfolio and on-demand or multiple choice.)
Italics- Supporting Content Standard (These indicators form the foundation for instruction of the writing criteria.)
76