MyStudyHall.com is a knowledge-based,
academic website because we believe students must know information
before they can apply it. The
http://www.education.ky.gov/users/jwyatt/CCA%204%201%20FINAL/CCA_41.doc
Forming
a Foundation for
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. |
||
End of Primary
|
4th Grade |
5th Grade |
|
RD-EP-1.0.1 Students will apply word
recognition strategies (e.g., phonetic principles, context clues, structural
analysis) to determine pronunciations or meanings of words in passages. DOK 2 |
RD-04-1.0.1 Students will apply word recognition
strategies (e.g., phonetic principles, context clues, structural analysis) to
determine pronunciations or meanings of words in passages. DOK 2 |
RD-05-1.0.1 Students
will apply word recognition strategies (e.g., context clues, structural
analysis) to determine pronunciations or meanings of words in passages. DOK 2 |
RD-EP-1.0.2
Students will apply knowledge
of synonyms, antonyms or compound words for comprehension. DOK 2 |
RD-04-1.0.2 Students will apply knowledge of
synonyms, antonyms or compound words for comprehension. DOK 2 |
RD-05-1.0.2 Students will apply knowledge of
synonyms, antonyms or compound words to comprehend a passage. DOK 2 |
|
RD-EP-1.0.3 Students will know that some words have multiple meanings and identify
the correct meaning as the word is used. DOK 2 |
RD-04-1.0.3 Students will know that some words
have multiple meanings and identify the correct meaning as the word is used. DOK 2 |
RD-05-1.0.3 Students will identify words that
have multiple meanings and select the appropriate meaning for the context. DOK 2 |
|
RD-EP-1.0.4 Students will apply the meanings
of common prefixes or suffixes to comprehend unfamiliar words. DOK 2 |
RD-04-1.0.4 Students will apply the meanings of common prefixes or suffixes to
comprehend unfamiliar words. DOK 2 |
RD-05-1.0.4 Students will apply the meanings of
common prefixes or suffixes to comprehend unfamiliar words. DOK 2 |
|
RD-EP-1.0.5 Students will identify the purpose
of capitalization, punctuation, boldface type, italics or indentations to
make meaning of the text. DOK 1 |
RD-04-1.0.5 Students will identify the purpose of capitalization, punctuation,
boldface type, italics or indentations to make meaning of the text. DOK 1 |
RD-05-1.0.5 Students will identify the purpose of
capitalization, punctuation, boldface type, italics or indentations to make
meaning of the text. DOK 1 |
RD-EP-1.0.6
Students
will formulate questions to guide reading. |
RD-04-1.0.6 Students
will formulate questions to guide reading. |
RD-05-1.0.6 Students
will formulate questions to guide reading. |
|
|
RD-04-1.0.7 Students will scan to find key information.
|
RD-05-1.0.7 Students will scan to find key information.
|
|
|
RD-04-1.0.8 Students
will skim to get the general meaning of a passage. |
RD-05-1.0.8 Students
will skim to get the general meaning of a passage. |
Developing
an Initial Understanding
Requires readers to consider the text as a whole or in a
broader perspective to develop an initial understanding. |
||
End of Primary
|
4th Grade |
5th Grade |
|
RD-EP-2.0.1 Students
will distinguish between fiction and non-fiction texts. |
RD-04-2.0.1 Students
will identify and describe the characteristics of fiction, nonfiction, poetry
or plays. DOK 2 |
RD-05-2.0.1 Students will identify and describe the
characteristics of fiction, nonfiction, poetry or plays. DOK 2 |
|
RD-EP-2.0.2 Students will describe characters, plot, setting or problem/solution
of a passage. DOK 3 |
RD-04-2.0.2 Students will describe characters, plot, setting or problem/solution
of a passage. DOK 3 |
RD-05-2.0.2 Students
will identify or explain literary elements (e.g., characterization, setting,
plot, theme, point of view) in a passage. DOK 3 |
|
RD-EP-2.0.3 Students will
locate key ideas or information in a passage. DOK 1 |
RD-04-2.0.3 Students will locate key ideas or
information in a passage. DOK 1 |
RD-05-2.0.3 Students will locate key ideas or
information in a passage. DOK 1 |
|
RD-EP-2.0.4 Students will interpret
specialized vocabulary (words and terms specific to understanding the
content). DOK 2 |
RD-04-2.0.4 Students will
interpret the meaning of specialized vocabulary (words and terms specific to
understanding the content). DOK 2 |
RD-05-2.0.4 Students will interpret the meaning
of specialized vocabulary (words and terms specific to understanding the
content). |
|
RD-EP-2.0.5 Students will identify the correct sequence. DOK 1 |
RD-04-2.0.5 Students will identify and explain the sequence of activities needed
to carry out a procedure. DOK 2 |
RD-05-2.0.5 Students will identify and explain the sequence of activities needed
to carry out a procedure. DOK 2 |
|
|
RD-04-2.0.6 Students will summarize information
from a passage. |
RD-05-2.0.6 Students will
summarize information from a passage. |
RD-EP-2.0.7
Students will make inferences
or draw conclusions based on what is read. DOK 3 |
RD-04-2.0.7 Students will make
inferences or draw conclusions based on what is read. DOK 3 |
RD-05-2.0.7 Students will make
inferences or draw conclusions based on what is read. DOK 3 |
|
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. |
||
End of Primary
|
4th Grade |
5th Grade |
|
RD-EP-3.0.1 Students will explain a
character’s or speaker’s actions based on a passage. DOK 3 |
RD-04-3.0.1 Students will explain a character’s or speaker’s
actions based on a passage. DOK 3 |
RD-05-3.0.1 Students will explain a character’s or speaker’s
actions based on a passage. DOK 3 |
|
RD-EP-3.0.2 Students
will explain how a conflict in a passage is resolved. |
RD-04-3.0.2 Students
will explain how a conflict in a passage is resolved. DOK 3 |
RD-05-3.0.2 Students
will explain how a conflict in a passage is resolved. DOK 3 |
RD-EP-3.0.3
Students
will identify an author’s purpose in a passage. |
RD-04-3.0.3 Students will identify an author’s
purpose in a passage. DOK 2 |
RD-05-3.0.3 Students will identify an author’s
purpose in a passage. DOK 2 |
|
RD-EP-3.0.4 Students
will identify main ideas or details that support them. DOK 3 |
RD-04-3.0.4 Students will identify main ideas and
details that support them. DOK 3 |
RD-05-3.0.4 Students will identify main ideas and
details that support them. DOK 3 |
|
RD-EP-3.0.5 Students
will identify fact or opinion from a passage. DOK 2 |
RD-04-3.0.5 Students will identify fact or
opinion from a passage. DOK 2 |
RD-05-3.0.5 Students will identify fact or
opinion from a passage. |
|
RD-EP-3.0.6 Students will identify information in a passage that is
supported by fact. DOK 2 |
RD-04-3.0.6 Students will identify information in
a passage that is supported by fact. DOK 2 |
RD-05-3.0.6
Students
will identify the argument and supporting evidence. DOK 2 |
|
RD-EP-3.0.7 Students will identify an author’s
opinion about a subject. |
RD-04-3.0.7 Students will identify an author’s
opinion about a subject. DOK 2 |
RD-05-3.0.7
Students will identify an author’s
opinion (bias, misinformation) about a
subject. DOK 2 |
|
RD-EP-3.0.8 Students will identify informative or persuasive passages. |
RD-04-3.0.8
Students will identify informative or persuasive
passages. |
RD-05-3.0.8 Students will identify informative or
persuasive passages. |
|
RD-EP-3.0.9 Students
will identify commonly used persuasive techniques (emotional appeal and
testimonial) used in a passage. |
RD-04-3.0.9 Students will identify commonly used
persuasive techniques (bandwagon, emotional appeal, testimonial, expert
opinion) used in a passage. |
RD-05-3.0.9 Students will identify commonly used
persuasive techniques (bandwagon, emotional appeal, testimonial, expert
opinion) used in a passage. DOK 2 |
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. |
||
End of Primary
|
4th Grade |
5th Grade |
|
RD-EP-4.0.1 Students
will connect information from a passage to students’ lives (text-to-self),
real world issues (text-to-world) or other texts (text-to-text - e.g., novel,
short story, song, film, website, etc.). |
RD-04-4.0.1 Students will connect information
from a passage to students’ lives (text-to-self), real world issues
(text-to-world) or other texts (text-to-text - e.g., novel, short story,
song, film, website, etc.). |
RD-05-4.0.1 Students will connect information
from a passage to students’ lives (text-to-self), real world issues
(text-to-world) or other texts (text-to-text - e.g., novel, short story,
song, film, website, etc.). |
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. |
||
End of Primary
|
4th Grade |
5th Grade |
|
RD-EP-5.0.1 Students
will evaluate what is read based on the author’s word choice, content or use
of literary elements. |
RD-04-5.0.1 Students
will evaluate what is read based on the author’s word choice, content or use
of literary elements. |
RD-05-5.0.1 Students
will evaluate what is read based on the author’s word choice, content or use
of literary elements. DOK 3 |
|
RD-EP-5.0.2 Students
will identify literary devices such as foreshadowing, imagery or figurative
language (similes and personification). |
RD-04-5.0.2 Students will
identify literary devices such as foreshadowing, imagery or figurative
language (similes, metaphors, and personification). |
RD-05-5.0.2 Students
will identify literary devices such as foreshadowing, imagery or figurative
language (similes, metaphors, personification, hyperbole). DOK 2 |
|
RD-EP-5.0.3 Students will apply knowledge of text features (e.g., pictures, lists,
charts, graphs, tables of contents, indexes, glossaries, captions, headings)
to answer questions about a passage. DOK 2 |
RD-04-5.0.3 Students will apply knowledge of text
features (e.g., pictures, lists, charts, graphs, tables of contents, indexes,
glossaries, captions, diagrams, headings) to answer questions about a
passage. DOK 2 |
RD-05-5.0.3 Students
will apply knowledge of text features (e.g., pictures, lists, charts, graphs,
tables of contents, indexes, glossaries, captions, diagrams, headings) to
answer questions about a passage. DOK 2 |
|
RD-EP-5.0.4 Students
will identify the organizational pattern, used (e.g., sequence, cause and
effect, or comparison and contrast) to understand the passage. |
RD-04-5.0.4 Students will identify the
organizational pattern used (e.g., sequence, cause and effect, or comparison
and contrast) to understand the passage. DOK 2 |
RD-05-5.0.4
Students will identify the
organizational pattern used (e.g., sequence, cause and effect, or comparison
and contrast) to understand the passage. DOK 2 |
|
Forming a Foundation for
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 |
8th 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. |
RD-O8-1.0.1 Students
will apply knowledge of synonyms or antonyms to comprehend a passage. |
|
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 |
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 |
RD-O7-1.0.3 Students
will apply the meanings of word parts (prefixes, suffixes, roots) to
comprehend unfamiliar words in a passage. |
RD-O8-1.0.3
Students
will apply the meanings of word parts (prefixes, suffixes, roots) to
comprehend unfamiliar words in a passage. |
|
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. |
|
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. |
|
RD-O6-1.0.6 Students will skim to get the general
meaning of a passage. |
RD-O7-1.0.6 Students will skim to get the general
meaning of a passage. |
RD-O8-1.0.6
Students will skim to get the general
meaning of a passage. |
|
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 |
|
|
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 |
|
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 |
|
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 |
|
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 |
|
|
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. DOK 1 |
RD-O8-2.0.4 Students
will locate key ideas or information in a passage. DOK 1 |
|
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 |
|
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. |
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. |
|
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 |
|
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 |
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 |
|
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 |
|
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 |
|
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 |
|
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. |
|
RD-O6-3.0.6
Students will distinguish between
fact or opinion. |
RD-O7-3.0.6 Students
will distinguish between fact or opinion. |
|
|
RD-O6-3.0.7 Students will identify an author’s
opinion about a subject. DOK 2 |
RD-O7-3.0.7 Students
will identify or explain an author’s opinion about a subject. |
RD-O8-3.0.7 Students will identify or explain an author’s position
based on evidence in a passage. |
|
RD-O6-3.0.8 Students will identify the
argument or supporting evidence from a passage. DOK 2 |
RD-O7-3.0.8
Students
will identify the argument or supporting evidence from a passage. DOK 2 |
RD-O8-3.0.8 Students
will explain an author’s argument or identify evidence from the passage to
support the author’s argument. DOK 3 |
|
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 |
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 |
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 |
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 |
8th 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.). |
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.). |
|
|
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. |
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
|
7th Grade |
8th 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. |
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. |
|
|
|
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 |
|
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 |
|
|
|
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). |
|
RD-O6-5.0.5 Students will evaluate the author’s
word choice, style, content, or use of literary elements. |
RD-O7-5.0.5 Students will evaluate the author’s
word choice, style, content, or use of literary elements. |
RD-O8-5.0.5
Students will evaluate the author’s
word choice, style, content, or use of literary elements. DOK 3 |
|
|
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. |
|||
|
|
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. |
|||
|
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
|
|||
|
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. |
|||
|
Forming a Foundation for
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 |
Grade 12 |
||
|
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. |
RD-12-1.0.1 Students will interpret
literal or non-literal meanings of words in a passage. |
||
|
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. |
||
|
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. |
||
|
RD-09-1.0.4 Students
will interpret the meaning of jargon, dialect or specialized vocabulary found
in a passage. |
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. |
RD-12-1.0.4 Students will interpret the
meaning of jargon, dialect or specialized vocabulary found in a passage. |
||
|
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
|
Grade 10 |
Grade 11 |
Grade 12 |
|
RD-09-2.0.1 Students
will paraphrase information in a passage. |
RD-10-2.0.1 Students
will paraphrase information in a passage. DOK 2
|
RD-11-2.0.1 Students
will paraphrase information in a passage. |
RD-12-2.0.1 Students will paraphrase information in a passage. |
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. |
|
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. |
|
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. |
|
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. |
|
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. |
|
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. |
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. |
|
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. |
|
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. |
|
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. |
|
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. |
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. |
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. |
|
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. |
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. |
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
(text-to-self), real-world issues (text-to-world) or other texts
(text-to-text). |
RD-10-4.0.1 Students will analyze the content or make
connections as it applies to students’ lives (text-to-self), real-world
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), real-world 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 (text-to-self), real-world issues (text-to-world) or other texts
(text-to-text). |
|
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. |
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 |
Grade 11 |
Grade 12
|
|
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
|
RD-11-5.0.1
Students will compare and contrast
the characteristics of a variety of literary genres. |
RD-12-5.0.1 Students will compare and contrast
the characteristics of a variety of literary genres. |
|
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. |
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). |
|
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. |
|
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. |
|
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. |
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. |
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. |
|
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.
|
|
Writing Content To communicate
effectively, students should be able to write for a variety of authentic
purposes and audiences in a variety of forms connecting to prior knowledge
and the students’ understanding of the content. In their writing, students
should be able to create a focused purpose and controlling idea and develop ideas
adequately considering the purpose, audience and form. |
||
|
End of Primary |
4th Grade |
5th Grade |
|
WR-E-1.1.0 Purpose/Audience: Students
will establish and maintain a focused purpose to communicate with an
authentic audience by
· Narrowing the topic to create a specific purpose for writing · Establishing a controlling idea, theme, or conclusion about the topic · Choosing a perspective authentic to the writer · Analyzing and addressing the needs of the intended audience · Adhering to the characteristics of the form · Applying a suitable tone · Allowing voice to emerge when appropriate DOK 4 |
||
|
WR-EP-1.1.1 In Reflective Writing, · Students will evaluate personal progress toward meeting goals in literacy skills. · Students will recognize needs of the intended audience. · Students will use a suitable tone or appropriate voice. |
WR-04-1.1.1 In Reflective Writing, · Students will evaluate personal progress toward meeting goals in literacy skills. · Students will analyze and address needs of the intended audience. · Students will use a suitable tone or appropriate voice. |
WR-05-1.1.1 In Reflective Writing, · Students will evaluate personal progress toward meeting goals in literacy skills. · Students will analyze and address needs of the intended audience. · Students will sustain a suitable tone or appropriate voice. |
|
WR-EP-1.1.2 In Personal Expressive Writing, · Students will communicate the significance of the writer’s experience by focusing on life events or relationships. · Students will apply characteristics of the selected form (e.g., personal narrative, personal memoir). · Students will create a point of view. · Students will use a suitable tone or appropriate voice. In Literary Writing, · Students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordinary perception of the ordinary. · Students will apply characteristics of the selected form (e.g., short story, play/script, poem). · Students will use a suitable tone or appropriate voice. ·
Students will apply a fictional perspective in
literary writing when appropriate. |
WR-04-1.1.2 In
Personal Expressive Writing, ·
Students will communicate the significance of the writer’s experience
by narrating about life events or relationships. ·
Students will apply characteristics of the selected form (e.g.,
personal narrative, personal memoir). ·
Students will create a point of view. ·
Students will use a suitable tone or appropriate voice. In
Literary Writing, ·
Students will communicate to an audience about the human condition by
painting a picture, recreating a feeling, telling a story, capturing a
moment, evoking an image or showing an extraordinary perception of the
ordinary. ·
Students will apply characteristics of the selected form (e.g., short
story, play/script, poem). ·
Students will create a point of view. ·
Students will use a suitable tone or appropriate voice. ·
Students will apply a fictional perspective in literary writing when
appropriate. |
WR-05-1.1.2 In
Personal Expressive Writing, ·
Students will communicate the significance of the writer’s experience
by narrating about life events or relationships. ·
Students will apply characteristics of the selected form (e.g.,
personal narrative, personal memoir, personal essay). ·
Students will create a point of view. ·
Students will sustain a suitable tone or appropriate voice. In
Literary Writing, ·
Students will communicate to an audience about the human condition by
painting a picture, recreating a feeling, telling a story, capturing a
moment, evoking an image or showing an extraordinary perception of the
ordinary. ·
Students will apply characteristics of the selected form (e.g., short
story, play/script, poem.) ·
Students will create a point of view. ·
Students will sustain a suitable tone or appropriate voice. ·
Students will apply a fictional perspective in literary writing when
appropriate. |
|
WR-EP-1.1.3 In Transactive Writing, · Students will communicate a purpose through informing or persuading. · Students will develop an angle. · Students will communicate what the reader. should know, do or believe as a result of reading the piece. · Students will apply characteristics of the selected form (e.g., letter, feature article). · Students will use a suitable tone. · Students will allow voice to emerge when appropriate. |
WR-04-1.1.3 In
Transactive Writing, ·
Students will communicate a purpose through informing or persuading. ·
Students will develop an effective angle to achieve purpose. ·
Students will communicate as an informed writer to clarify what the
reader should know, do or believe as a result of reading the piece. ·
Students will apply characteristics of the selected form (e.g.,
letter, feature article). ·
Students will use a suitable tone. ·
Students will allow voice to emerge when appropriate. |
WR-05-1.1.3 In
Transactive Writing, ·
Students will communicate a purpose through informing, persuading or
analyzing. ·
Students will develop an effective angle to achieve purpose. ·
Students will communicate as an informed writer to clarify what the
reader should know, do or believe as a result of reading the piece. ·
Students will apply characteristics of the selected form (e.g.,
letter, feature article) ·
Students will sustain a suitable tone. ·
Students will allow voice to emerge when appropriate. |
|
WR-E-1.2.0 Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by · Developing logical, justified and suitable explanations · Providing relevant elaboration · Explaining related connections or reflections · Applying idea development strategies appropriate for the form DOK 4 |
||
|
WR-EP-1.2.1 In Reflective
Writing, · Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge. · Students will describe own literacy skills, strategies or processes. · Students will explain own decisions about literacy goals. · Students will identify own strengths and areas for growth. |
WR-04-1.2.1 In Reflective
Writing, · Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge. · Students will describe own literacy skills, strategies, processes or areas of growth. · Students will explain own decisions about literacy goals. · Students will identify own strengths and areas for growth. ·
Students will support claims about self. |
|