core content for - kentucky center for school safetykysafeschools.org/djj/materials/4_1 kcc and djj...

CCA 4.1 Middle School and High School Writing Spring 2007

Kentucky Core Content and DJJ Work Adjustment Model for Vocational Learning

Core Content for WritingMiddle School and High School

Kentucky Department of Juvenile JusticeQuality Assurance Branch

Version 4.1August 2006

Kentucky Department of Education

(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 1Bold-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.)


Introduction Core Content for Writing Assessment

What is the Core Content for Writing Assessment? The Core Content for Assessment 4.1 (CCA 4.1) is a subset of the content standards in Kentucky’s Program of Studies for Grades Primary – 12. It represents the content standards that will be assessed beginning with the spring 2007 state assessment. The Core Content for Writing Assessment Version 4.1 represents the writing content from Kentucky’s Academic Expectations and Program of Studies that is the culminating product of a school-wide writing program that is essential for all students to know and the content that is eligible for inclusion on the state assessment. Version 4.1 Core Content for Writing Assessment and the Academic Expectations provide the parameters for test developers as they design the state assessment items. These content standards provide focus for the development of the Kentucky Core Content Test (KCCT) and the writing portfolio for test administration beginning in 2007.

The Core Content for Writing Assessment represents components of the comprehensive local curriculum for writing assessment and instruction. The comprehensive Program of Studies for Writing specifies that students should use the writing process and criteria for effective writing in pieces developed over time, as well as in on-demand writing situations, to compile a collection of writing for a variety of authentic purposes and audiences and in a variety of forms, including personal, literary, transactive and reflective pieces.

Writing can show learning across content areas and serve as an effective learning tool. Writing in schools consists of three broad types: writing to learn, writing to demonstrate learning to the teacher and writing to communicate ideas to authentic audiences for authentic purposes (writing for publication). To communicate effectively, students should engage in the various stages of the writing process including focusing, prewriting, drafting, revising, editing, publishing and reflecting. The writing process is recursive; different writers engage in the process differently and proceed through the stages at different rates.



Kentucky Academic Expectations for WritingThe Kentucky Academic Expectations define what students should know and be able to do upon graduation from high school. These expectations were used as a basis for developing the Program of Studies and the Core Content for Assessment.The academic expectation for writing is listed below:

Goal 1: Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

1.11: Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

How is the Core Content for Writing Assessment organized? The Core Content for Writing Assessment, Version 4.1 is organized by grade level (end of primary, 4th, 5th, 6th, 7th, 8th and high school) in order to ensure vertical alignment. Core Content for Writing Assessment is divided into four subdomains:

Writing Content Writing Structure Writing Conventions Writing Process

The Core Content for Assessment includes state assessed standards and supporting content standards. Supporting content standards are not used for state assessment. Supporting content, however, is critical to the student’s deep understanding of the overall content and is to be used by schools to build a foundation of knowledge, skills, and processes that will enable students to be successful on the Kentucky Core Content Test. In order for students to reach proficiency and beyond on the KCCT, students need to master the supporting content as well as the state assessed content. Supporting content standards are proposed for local instruction and assessment and appear in italics in the Core Content document. The content standards for the state assessment are in bold print. (e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 3Bold-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.)


Some Core Content standards contain additional information in parentheses. A list preceded by an e.g., means the examples included are meant to be just that, examples and may be on the state assessment. Other examples not included may also be on the state assessment. However, if the list is not preceded by an e.g., the list is to be considered exhaustive and the items inside the parentheses are the only ones that will be assessed.

A new aspect of the refined Core Content for Writing Assessment Version 4.1 is Depth of Knowledge (DOK). Version 4.1 reflects the depth of knowledge and cognitive complexity for the content standard that is appropriate for each grade level for the state assessment.

Each of the state-assessed standards in the Core Content has a ceiling DOK level indicated. This means that an item on the state assessment cannot be written higher than the ceiling for that standard. An item could be written at a lower level. When writing an assessment item, developers need to make sure that the assessment item is as cognitively demanding as the expectation of the content standard in order to assure alignment of the test items and the standards. The DOK indicated for the state assessment is not meant to limit the cognitive complexity for instruction in the classroom. Classroom instruction needs to extend beyond the depth of knowledge and cognitive complexity that can be assessed on the state assessment so that students have the opportunities and experiences they need in order to reach proficiency and beyond. The levels for DOK are based on the research of Norman Webb from the University of Wisconsin-Madison. More information about DOK levels can be found at the Kentucky Department of Education website.

Version 4.1 differs from the previous Version 3.0 in the elaboration of the organizer for each standard of writing (e.g., Reflective, Personal Expressive/Literary, Transactive) across grade levels. Version 4.1 also defines stages of the writing process including skills for revising and editing.

What do the codes for the Core Content for the Writing Assessment mean? Each content standard is preceded by a code. The code begins with WR for Writing and is then followed by a grade level designation and then a 3-digit number that indicates the reporting category. The codes used are listed below.

Grade Level Codes Subdomains Organizers StandardsEP = End of PrimaryE = Elementary04 = Fourth Grade

1 = Writing Content2 = Writing Structure3 = Writing Conventions

1 = Purpose/Audience2 = Idea Development/Support

1 = Reflective2 = Personal/ Literary3 = Transactive



05 = Fifth GradeM = Middle School06 = Sixth Grade07 = Seventh Grade08 = Eight GradeHS= High School

4 = Writing Process 3 = Organization4 = Sentences5 = Language6 = Correctness7 = Focusing8 = Prewriting9 = Drafting10 = Revising11 = Editing12 = Publishing13 = Reflecting

4 - 41 = Skills that apply to all Categories



A typical code may look like WR-04-1.1.1. This means the following:

WR-04-1.1.1 WR- Writing (Domain) 04- Fourth Grade (Grade Level) 1. Writing Content (Subdomain) 1. Purpose/Audience (Organizer) 1- Reflective (Standard)

The Kentucky Core Content and the DJJ Work Adjustment Model includes activities derived from specific resources. When planning to use the suggested activities it is highly recommended the resource materials be purchased or downloaded and reviewed prior to implementation.



MIDDLE SCHOOLWriting ContentTo communicate effectively, students should be able to write for a variety of authentic purposes and audiences in a variety of forms connecting to prior knowledge and the students’ understanding of the content. In their writing, students should be able to create a focused purpose and controlling idea and develop ideas adequately considering the purpose, audience and form.

6th Grade 7th Grade 8th Grade

WR-M-1.1.0Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by Narrowing the topic to create a specific purpose for writing Establishing a controlling idea, theme or conclusion about the topic Choosing a perspective authentic to the writer Analyzing and addressing the needs of the intended audience Adhering to the characteristics of the form. Applying a suitable tone Allowing voice to emerge when appropriate

DOK 4

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Use writing models to demonstrate articles with definite purpose e.g. David Dick-Kentucky Magazine Read The Pain and the Great One to understand point of view. Have mini lessons on point of view and idea development

Youth Worker/Counselor activities:

Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5II. Scientific 4IV. Protective 3, 4



V. Mechanical 7VII. Business Detail 4XI. Leading and Influencing 3, 4XII. Physical Performing 7, 8

Resources may include but are not limited to the following: The Pain and the Great One-Judy Blume Appropriate excerpts from David Dick articles

WR-06-1.1.1In 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.









Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of reflective writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces. Write journal entries that reflect on experiences, feelings, content learning, etc. Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets

from the Analytical Scoring Guide.

Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5II. Scientific 4IV. Protective 3, 4 V. Mechanical 7VII. Business Detail 4



XI. Leading and Influencing 3, 4XII. Physical Performing 7, 8

Resources may include but are not limited to the following: Analytical Scoring Guide Kentucky Writing Handbook Anchor Papers After the End-Barry Lane Best Practices, “New Standards for Teaching and Learning in American Schools” K-12

By Steven Zemelman, Harvey Daniels, and Arthur Hyde

WR-06-1.1.2In Personal Expressive Writing, Students will communicate the

significance of the writer’s life experience by narrating about life events, relationships or central ideas.

Students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay).

Students will create point of view. Students will sustain a suitable tone

or appropriate voice.

In Literary Writing, Students will communicate to an

audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordinary perception of the ordinary).


significance of the writer’s life experience by narrating about life events, relationship or central ideas.


Students will sustain point of view. Students will sustain a suitable tone





significance of the writer’s life experience by narrating about life events, relationships or central ideas.








Students will apply characteristics of the selected form (e.g., short story, play/script, poem).

Students will create point of view. Students will sustain a suitable tone

or appropriate voice. Students will apply a fictional

perspective in literary writing when appropriate.









Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of personal writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. Write a personal narrative about a time in their life when being tactful and courteous benefited (or would have benefited)

them. Write a memoir about someone they trust. Describe the actions and characteristics that caused them to trust that person. Write a personal essay about the impact of decisions on their life. Write a response to a book in which they discuss how a character is like someone they know or how a character is like those

in other books they have read.


Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 II. Scientific 4 IV. Protective 3, 4 V. Mechanical 7VII. Business Detail 4XI. Leading and Influencing 3, 4XII. Physical Performing 7, 8

Resources may include but are not limited to the following: Analytical Scoring Guide



Kentucky Writing Handbook Anchor Papers After the End-Barry Lane Best Practices, “New Standards for Teaching and Learning in American Schools” K-12


WR-06-1.1.3In 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, editorial, speech).

Students will sustain a suitable tone. Students will allow voice to emerge

when appropriate.







when appropriate.







when appropriate.

Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of transactive writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces. Write a persuasive speech. Write letters to school administrations, representatives, senators, city council, etc. (teacher approved topics) Write an informal article summarizing data from experience. Write a news article informing readers of local environmental issues such as erosion, pollution, etc. Create an informational guide for youth entering the program.




Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5II. Scientific 4IV. Protective 3, 4 V. Mechanical 3, 6, 7VII. Business Detail 4X. Humanitarian 3, 4XI. Leading and Influencing 3, 4 XII. Physical Performing 7, 8



WR-M-1.2.0Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by Developing logical, justified and suitable explanations Providing relevant elaboration Explaining related connections or reflections Applying idea development strategies appropriate to the form

DOK 4

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW Analyze and evaluate reading materials to find examples of elaboration Identify writers purpose and techniques in literary pieces Write literary pieces that promote specific idea development (e.g. to address intrinsic rewards for a chosen career.)




Career Major skills and abilities connected to activities may include but are not limited to the following: All career Majors

Resources may include but are not limited to the following: Newspapers Magazines Journals Analytical Scoring Guide Kentucky Writing Handbook Anchor Papers After the End-Barry Lane Best Practices, “New Standards for Teaching and Learning in American Schools” K-12


WR-06-1.2.1In Reflective Writing, Students will develop the

connection between literacy skills (reading and writing) and understanding of content knowledge.

Students will describe own literacy skills, strategies, processes or areas of growth.

Students will analyze own decisions about literacy goals.

Students will evaluate own strengths and areas for growth.

Students will support claims about self.

WR-07-1.2.1In Reflective Writing, Students will develop the connection

between literacy skills (reading and writing) and understanding of content knowledge.





WR-08-1.2.1In Reflective Writing, Students will develop the connection

between literacy skills (reading and writing) and understanding of content knowledge.





Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Teacher will model and share examples of reflective writing. Students will:



Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces. Write journal entries that reflect on experiences, feelings, content learning, etc. Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets

from the Analytical Scoring Guide.


Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5II. Scientific 4IV. Protective 3, 4 V. Mechanical 7VII. Business Detail 4XI. Leading and Influencing 3, 4XII. Physical Performing 7, 8



WR-06-1.2.2In Personal Expressive/Literary Writing, Students will communicate

theme/main idea through use of literary elements appropriate to the genre:

о Students will develop characters (fictional/non-



о Students will develop characters (fictional/non-fictional) through thoughts,



o Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions,



fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate.

о Students will develop plot/story line appropriate to the form.

о Students will develop an appropriate setting, mood, scene, image, or feeling.

Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate.

Students will incorporate reflection, insight and analysis when appropriate.

emotions, actions, descriptions or dialogue when appropriate.

о Students will develop plot/story line appropriate to the form.

о Students will develop an appropriate setting, mood, scene, image, or feeling.

Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) when appropriate.


descriptions or dialogue when appropriate.

o Students will develop plot/story line appropriate to the form.

o Students will develop an appropriate setting, mood, scene, image, or feeling.

Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) when appropriate.


Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of literary writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. Write a play for the group to perform. Write a short story. Write poetry and design quilt blocks to make a poetry quilt to display. Write a personal narrative about a time in their life when being tactful and courteous benefited (or would have benefited)

them. Write a memoir about someone they trust. Describe the actions and characteristics that caused them to trust that person. Write a personal essay about the impact of decisions on their life. Write a response to a book in which they discuss how a character is like someone they know or how a character is like those

in other books they have read.




Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5II. Scientific 4IV. Protective 3, 4 V. Mechanical 7VII. Business Detail 4XI. Leading and Influencing 3, 4 XII. Physical Performing 7, 8



WR-06-1.2.3In Transactive Writing, Students will communicate

relevant information to clarify and justify a specific purpose.

Students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).

Students will develop explanations to support the writer’s purpose.

Students will apply research to support ideas with facts and opinions.

Students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical appeal, repetition) or propaganda

WR-07-1.2.3In Transactive Writing, Students will communicate relevant

information to clarify and justify a specific purpose.




Students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical/ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g.,

WR-08-1.2.3In Transactive Writing, Students will communicate relevant

information to clarify and justify a specific purpose.




Students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical/ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g.,



techniques (e.g., testimonial, bandwagon) when appropriate.

testimonial, bandwagon) when appropriate.

testimonial, bandwagon, personal attacks) when appropriate.

Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of transactive writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces. Write a persuasive speech. Write letters to school administrations, representatives, senators, city council, etc. (teacher approved topics) Write an informal article summarizing data from experience. Write a news article informing readers of local environmental issues such as erosion, pollution, etc. Create an informational guide for youth entering the program.





Writing Structure



To communicate effectively, students should be able to apply knowledge of language and genre structures to organize sentences, paragraphs and whole pieces logically and coherently.

WR-M-2.3.0Organization: Students will create unity and coherence to accomplish the focused purpose by Engaging the audience Establishing a context for reading when appropriate Communicating ideas and support in a meaningful order Applying transitions and transitional elements to guide the reader through the piece Developing effective closure

DOK 3

Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Students will:

Use organizational signals to organize information about various religions in transactive pieces Create consumer guides to local self-help organizations, including information such as purpose, history, meeting times

and places



Resources may include but are not limited to the following: Brochures Study guides

WR-06-2.3.1In Reflective Writing,





Students will engage the interest of the reader.

Students will communicate ideas and details in meaningful order.

Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.

Students will apply paragraphing effectively.

Students will create conclusions effectively.











Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of reflective writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces. Write journal entries that reflect on experiences, feelings, content learning, etc. Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from

the Holistic Scoring Guide.



Resources may include but are not limited to the following: Analytical Scoring Guide



Kentucky Writing Handbook Anchor Papers After the End-Barry Lane Best Practices, “New Standards for Teaching and Learning in American Schools” K-12


WR-06-2.3.2In Personal Expressive/Literary Writing, Students will engage the interest of

the reader. Students will communicate ideas and

details in meaningful order. Students will apply organizational

devices (e.g., foreshadowing, flashback) when appropriate.



Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks and shape.


















Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Teacher will model and share examples of personal writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces Write a personal narrative about a time in their life when being tactful and courteous benefited (or would have benefited)

them



Write a memoir about someone they trust. Describe the actions and characteristics that caused them to trust that person Write a personal essay about the impact of decisions on their life Write a response to a book in which they discuss how a character is like someone they know or how a character is like

those in other books they have read





WR-06-2.3.3In Transactive Writing, Students will establish a context for

reading. Students will apply the accepted

format of the genre. Students will develop an appropriate

text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description,











sequence) to achieve purpose. Students will arrange ideas and

details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details.


Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.












Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Teacher will model and share examples of transactive writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces Write a persuasive speech. Write letters to school administrations, representatives, senators, city council, etc. (teacher approved topics) Write an informal article summarizing data from experience Write a news article informing readers of local environmental issues such as erosion, pollution, etc. Create an informational guide for youth entering the program


Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5II. Scientific 4IV. Protective 3, 4



V. Mechanical 3, 6, 7VII. Business Detail 4X. Humanitarian 3, 4XI. Leading and Influencing 3, 4 XII. Physical Performing 7, 8



WR-M-2.4.0Sentence Structure: Students will create effective sentences by: Applying a variety of structures and lengths Developing complete and correct sentences unless using unconventional structures for an intentional effect

when appropriateDOK 3

WR-06-2.4.1In Reflective Writing, Students will develop sentences of

various structures and lengths throughout the piece.

Students will develop complete sentences or apply unconventional structures when appropriate.







Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Practice in writing essays, articles, etc. which include sentences of varying length.

Career Major skills and abilities connected to activities may include but are not limited to the following:



All Career majors



WR-06-2.4.2In Personal Expressive/Literary Writing, Students will develop sentences of


Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.

Students will arrange poetic language in meaningful order.

Students will apply poetic line breaks effectively.




Students will arrange poetic language in meaningful order.





Students will arrange language in meaningful order.


Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Teacher will model and share examples of reflective writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces Write journal entries that reflect on experiences, feelings, content learning, etc. Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets

from the Analytical Scoring Guide Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces Write a play for the group to perform Write a short story Write poetry and design quilt blocks to make a poetry quilt to display



Above examples will be analyzed using the four bullets above





WR-06-2.4.3In Transactive Writing, Students will develop complete,

concise sentences or apply unconventional structures when appropriate.





Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of transactive writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces Write a persuasive speech Write letters to school administrations, representatives, senators, city council, etc. (teacher approved topics)



Write an informal article summarizing data from experience Write a news article informing readers of local environmental issues such as erosion, pollution, etc. Create an informational guide for youth entering the program The above bullets will be analyzed to support use of concise sentences with unconventional structures when appropriate





Writing ConventionsTo communicate effectively, students should be able to able to apply knowledge of language conventions and have control over standard grammar and usage. Students should be able to choose precise language appropriate to the purpose.

WR-M-3.5.0Language: Students will exemplify effective language choices by: Applying correct grammar and usage Applying concise use of language



Incorporating strong verbs, precise nouns, concrete details and sensory details Applying language appropriate to the content, purpose and audience

DOK 2

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: SKILL Intentional use of grammar mini lessons Students identify and correct errors in grammar on papers


Career Major skills and abilities connected to activities may include but are not limited to the following:All Career Majors



WR-06-3.5.1In Reflective Writing, Students will adhere to standard

guidelines for grammar and usage or apply nonstandard for effect.

Students will apply language concisely.

Students will incorporate language appropriate to the content, purpose and audience.









Activities connected to KY Core Content and Career Majors may include but are not limited to the following:



Teacher will model and share examples of reflective writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces. Write journal entries that reflect on experiences, feelings, content learning, etc. Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets from

the Holistic Scoring Guide. Conference with students and allow corrections





WR-06-3.5.2In Personal Expressive/Literary Writing, Students will adhere to standard


Students will incorporate language based on economy, precision,









richness or impact on the reader. Students will develop ideas through

descriptive or figurative language.





Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of personal writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. Write a personal narrative about a time in their life when being tactful and courteous benefited (or would have benefited)

them. Write a memoir about someone they trust. Describe the actions and characteristics that caused them to trust that person. Write a personal essay about the impact of decisions on their life. Write a response to a book in which they discuss how a character is like someone they know or how a character is like

those in other books they have read. Focus of conference will richness of language

Teacher will model and share examples of literary writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. Write a play for the group to perform. Write a short story. Write poetry and design quilt blocks to make a poetry quilt to display.



Resources may include but are not limited to the following:



Analytical Scoring Guide Kentucky Writing Handbook Anchor Papers After the End-Barry Lane Best Practices, “New Standards for Teaching and Learning in American Schools” K-12


WR-06-3.5.3In Transactive Writing, Students will adhere to standard

guidelines for usage and grammar. Students will apply precise word

choice. Students will incorporate the

specialized vocabulary of the discipline/content appropriate to the purpose and audience.









Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of transactive writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces Write a persuasive speech Write letters to school administrations, representatives, senators, city council, etc. (teacher approved topics) Write an informal article summarizing data from experience Write a news article informing readers of local environmental issues such as erosion, pollution, etc. Create an informational guide for youth entering the program Edit and revise to improve quality of composition Add detailed supporting ideas and using examples, quotations, text reference, citations, etc.Youth Worker/Counselor activities:

Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5II. Scientific 4



IV. Protective 3, 4 V. Mechanical 3, 6, 7VII. Business Detail 4X. Humanitarian 3, 4XI. Leading and Influencing 3, 4 XII. Physical Performing 7, 8



WR-M-3.6.0Correctness: Students will communicate clearly by Applying correct spelling Applying correct punctuation Applying correct capitalization Incorporating acceptable departure from standard correctness to enhance meaning when appropriate Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors

or titles within the text, listing sources)DOK 2

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: SKILL Use Standard English conventions in writing and editing to correct errors in grammar.

Career Major skills and abilities connected to activities may include but are not limited to the following:All career majors

Resources may include but are not limited to the following: Analytical Scoring Guide Kentucky Writing Handbook



Anchor Papers After the End-Barry Lane Best Practices, “New Standards for Teaching and Learning in American Schools” K-12


Writing ProcessTo communicate effectively, students should engage in the various stages of the writing process including focusing, prewriting, drafting, revising, editing, publishing and reflecting. The writing process is recursive; different writers engage in the process differently and proceed through the stages at different rates.

WR-M-4.7.0Focusing

Connecting to content knowledge Connecting with prior learning and experience Initiating an authentic reason to write Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful

reason to write

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Students will: Do On Demand Writing Prompts/Situations Identify audience and purpose of writing Do transactive writing pieces which follow the writing process Read examples and discuss audience/purpose







WR-M-4.8.0Prewriting

Selecting/narrowing topic Establishing a purpose and central/controlling idea or focus Identifying and analyzing the audience Determining the most appropriate form to meet the needs of purpose and audience Generating ideas (e.g., reading, journaling, mapping, webbing, note taking, interviewing,

researching, writing-to-learn activities) Organizing ideas – examining other models of good writing and appropriate text structures to match

purpose and organize information

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Most important step of the writing process must be stressed Use graphic organizer to organize thoughts Share good writing examples




WR-M-4.9.0Drafting

Writing draft(s) for an intended audience Developing topic, elaborating ideas, exploring sentence variety and language use Organizing writing

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Use prewriting activity to draft







WR-M-4.10.0Revising(Content/Ideas)

Reflecting to determine where to add, delete rearrange, define/redefine, or elaborate content Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange,

define/redefine or elaborate content Checking for accuracy of content Considering voice, tone, style, intended audience, coherence, transitions Comparing with rubric criteria and anchor papers/models Considering effectiveness of language usage and sentences to communicate ideas

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Teach proper conferencing skills







Revising Skills Revising Skills Revising Skills

Idea DevelopmentWR-06-4.10.4Students will narrow topic for selected writing.

WR-06-4.10.5Students will identify topic sentence of a paragraph.

WR-06-4.10.6Students will select appropriate supporting details.

WR-06-4.10.7Students will identify extraneous/irrelevant materials.


WR-07-4.10.5Students will identify and compose a topic sentence of a paragraph.




WR-08-4.10.5Students will identify and compose a topic sentence of a paragraph.

D0K 2


DOK 2


DOK 2

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Students use graphic organizers for idea development Use good writing samples to explore idea development







OrganizationWR-06-4.10.8Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.

WR-06-4.10.9Students will apply the most effective transitions.

WR-06-4.10.10Students will develop effective introductions and closures for writing.



WR-07-4.10.10- Students will develop effective introductions and closures for writing.


DOK 2


DOK 2

WR-08-4.10.10Students will develop effective introductions and closures for writing.

DOK 2

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Students will conference on draft looking at introductions, closure, transitions





Resources may include but are not limited to the following: Analytical Scoring Guide Kentucky Writing Handbook Anchor Papers After the End-Barry Lane Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 By Steven Zemelman, Harvey Daniels, and Arthur Hyde

Word ChoiceWR-06-4.10.11Students will eliminate redundant words and phrases.

WR-06-4.10.12Students will choose the most specific word for use in a sentence.




DOK 2


DOK 2

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Students will conference using specific word choice/elimination of redundant words and phrases







WR-M-4.11.0Editing(Conventions and Mechanics)

Checking for correctness with self, teacher or peer(s) Language usage Sentence structure Spelling Capitalization Punctuation Documentation of sources

Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks)

Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Students will: Work in pairs to peer edit using an editing rubric





Editing Skills Editing Skills Editing Skills

Language UsageWR-06-4.11.13- Students will apply knowledge of subject/verb agreement with both singular and plural subjects.



DOK 1



WR-06-4.11.14- Students will apply knowledge of present, past and future verb tenses.

WR-06-4.11-15- Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.

WR-06-4.11.16Students will apply knowledge of special problems in usage (e.g., a/an, to/two/too, their/ there/ they’re), pronoun references and double negatives.

WR-06-4.11.17Students will apply knowledge of idiomatic expressions.

WR-07-4.11.14Students will apply knowledge of present, past and future verb tenses.

WR-07-4.11.15- Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.

WR-07-4.11.16- Students will apply knowledge of special problems in usage(e.g., a/an, to/two/too, their/ there/ they’re), pronoun references and double negatives. WR-07-4.11.17Students will apply knowledge of idiomatic expressions.

WR-08-4.11.14- Students will apply knowledge of present, past and future verb tenses.

DOK 1

WR-08-4.11.15- Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.

DOK 1

WR-08-4.11.16- Students will apply knowledge of special problems in usage (e.g., a/an, to/two/too, their/ there/ they’re), pronoun references and double negative.

DOK 1

WR-08-4.11.17Students will apply knowledge of idiomatic expressions.

DOK 1

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Students will conference with the following criteria: Subject/verb agreement Past, present, future Comparison Problems in usage Idiomatic expressions

Work in pairs to peer edit using and editing rubric






Sentence StructureWR-06-4.11.18Students will correct run-on and awkward sentences.

WR-06-4.11.19Students will correct sentence fragments.

WR-06-4.11.20Students will combine short choppy sentences effectively.

WR-06-4.11.21Students will combine simple sentences by using subordination and coordination.

WR-06-4.11.22Students will correct sentences with misplaced/and or dangling modifiers.







DOK 1


DOK 1


DOK 2


DOK 2




DOK 2

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Students will conference using criteria: Run on/awkward sentences Sentence fragments Choppy sentences Combine simple sentences where appropriate Misplaced or dangling modifier





SpellingWR-06-4.11.23Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words.

WR-06-4.11.24Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.




DOK 1




WR-06-.4.11.25Students will apply knowledge of spelling patterns, generalizations and rules to contractions.

WR-06-4.11.26Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.

WR-07-4.11.25Students will apply knowledge of spelling patterns, generalizations and rules to contractions.


DOK 1

WR-08-4.11.25Students will apply knowledge of spelling patterns, generalizations and rules to contractions.

DOK 1


DOK 1

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Students will conference using the following criteria: Spelling Plural forms Contractions Verb endings







CapitalizationWR-06-4.11.27Students will capitalize proper nouns (e.g., names, days, months).

WR-06-4.11.28Students will capitalize the beginning of sentences.

WR-06-4.11.29Students will capitalize the pronoun “I”.

WR-06-4.11.30Students will capitalize proper adjectives.

WR-06-4.11.31Students will capitalize first word in a quote when appropriate.

WR-06-4.11.32Students will capitalize the first word and every succeeding main word in a title.








DOK 1


DOK 1


DOK 1


DOK 1


DOK 1


DOK 1

Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teachers will use:



Mini Lessons to teach skillsTeachers will conference using criteria: Capitalization Proper nouns Beginning of sentence I Proper adjective First work in a quote Title words





PunctuationWR-06-4.11.33Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.

WR-06-4.11.34Students will use commas in a series, a date, a compound sentence and the


WR-07-4.11.34Students will use commas in a series, a date, a compound sentence and the


DOK 1

WR-08-4.11.34Students will use commas in a series, a



greeting and closing of a letter.

WR-06-4.11.35Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.

WR-06-4.11.36Students will correctly apply the rules of punctuation for apostrophes in possessives and contractions.

WR-06-4.11.37Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.

WR-06-4.11.38Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.

WR-06-4.11.39Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting.

WR-06-4.11.40Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect

greeting and closing of a letter.






WR-07-4.11.40Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect

date, a compound sentence and the greeting and closing of a letter.

DOK 1


DOK 1


DOK 1


DOK 1


DOK 1




quotes. quotes. DOK 1

WR-08-4.11.40Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.

DOK 1

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Mini lessons Conferences on punctuation





DocumentationWR-06-4.11.41Students will document use of sources.

DocumentationWR.07-4.11.41Students will document use of sources.

DocumentationWR-08-4.11.41Students will document use of sources.

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Students will:

Write a paragraph and correctly document sources







WR-M-4.12.0Publishing

Sharing final piece with intended audience

Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Students will: Share a final piece of choice from their completed portfolios with class/peer/teacher/youth worker





WR-M-4.13.0 Reflecting upon



Reflecting - Progress, growth and goals as a writer- Literacy skills- Who or what has influenced progress and growth- Approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing)

Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Students will: Complete and place a reflective letter in their portfolio




HIGH SCHOOLWriting ContentTo communicate effectively, students should be able to write for a variety of authentic purposes and audiences in a variety of forms connecting to prior knowledge and the students’ understanding of the content. In their writing, students should be able to create a focused purpose and controlling idea and develop ideas adequately considering the purpose, audience and form.

High School



WR-HS-1.1.0Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by Narrowing the topic to create a specific purpose for writing Establishing a controlling idea, theme or thesis about the topic Choosing a perspective authentic to the writer Analyzing and addressing the needs of the intended audience Adhering to the characteristics of the form Applying a suitable tone Allowing voice to emerge when appropriate

DOK 4

GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: SKILL

Demonstrate evidence of a deep awareness of purpose and intended audience







WR-HS-1.1.1In Reflective Writing, Students will evaluate personal progress toward meeting goals in literacy skills. Students will analyze and address needs of the intended audience. Students will sustain suitable tone or appropriate voice.


Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of reflective writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces Write journal entries that reflect on experiences, feelings, content learning, etc. Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets

from the Holistic Scoring Guide.


Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 II. Scientific 4IV. Protective 3, 4 V. Mechanical 7VII. Business Detail 4XI. Leading and Influencing 3, 4XII. Physical Performing 7, 8





Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book Instruction Book

pp. 58-76 Unit 4 Evaluating

WR-HS-1.1.2In Personal Expressive Writing, Students will communicate the significance of the writer’s life experience by narrating about life events, relationships or

central ideas. Students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay). Students will sustain point of view. Students will sustain a suitable tone or appropriate voice.

In Literary Writing, Students will communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling,

telling a story, capturing a moment, evoking an image or showing an extraordinary perception of the ordinary). Students will apply characteristics of the selected form (e.g., short story, play/script, poem). Students will sustain point of view. Students will sustain a suitable tone or appropriate voice. Students will apply a fictional perspective in literary writing when appropriate.




Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of personal writing. Students will: Use the steps in the writing process (e.g., pre-write, draft, revise, edit, publish) to develop personal writing pieces. Write a personal narrative about a difficult or frightening situation. Describe why/how staying cool and calm was (or would

have been) the best response. Write a memoir about someone of significance in the student’s life who is different from the student in some way (age, race,

gender, etc.). Write a personal essay about how rules have influenced the student’s life.


Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 II. Scientific 4IV. Protective 3, 4V. Mechanical 7VII. Business Detail 4XI. Leading and Influencing 8, 3, 4XII. Physical Performing 7, 8





Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book Instruction Book pp. 90-99 Unit 6 Varying Prewriting Techniques Instruction Book

pp. 40-57 Unit 3 Writing

WR-HS-1.1.3In Transactive Writing, Students will communicate as an informed writer to provide new insight through informing, persuading or analyzing. Students will develop an effective angle to achieve a justifiable purpose. Students will justify what the reader should know, do, or believe as a result of reading the piece. Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report,

historical journal article, literary analysis) for an intentional effect. Students will sustain a suitable tone. Students will allow voice to emerge when appropriate.




Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of transactive writing. Students will:Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop Write and deliver a persuasive speech Write letters to school administrators, representatives, senators, city council, etc. (teacher approved topics) Develop a facility newsletter Journal daily food intake and determine nutritional values, calories, etc. Analyze to see if nutritional requirements are met Construct an operations manual for a piece of equipment (e.g., lawn mower, blender, or wheel chair) Use technology to develop training materials for a presentation


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, 11II. Scientific 4IV. Protective 2, 3, 4, 10 V. Mechanical 6, 7VII. Business Detail 4X. Humanitarian 3, 4XI. Leading and Influencing 6XII. Physical Performing 7, 8





Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book Instruction Book pp. 14-25 Unit I Planning pp. 40-57 Unit II Organizing

WR-HS-1.2.0Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by Developing logical, justified and suitable explanations Providing relevant elaboration Explaining related connections or reflections Applying idea development strategies appropriate to the form

DOK 4


Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW Use graphic organizers for idea development Creating compositions that demonstrate a distinct voice







WR-HS-1.2.1In Reflective Writing, Students will develop the connection between literacy skills (reading and writing) and understanding of content

knowledge. Students will describe own literacy skills, strategies, processes or areas of growth. Students will analyze own decisions about literacy goals. Students will evaluate own strengths and areas for growth. Students will support claims about self.


Activities connected to KY Core Content and Career Majors may include but are not limited to the following Teacher will model and share examples of reflective writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop reflective pieces Write journal entries that reflect on experiences, feelings, content learning, etc. Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets




Teacher will model and share examples of personal writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. Write a personal narrative about a difficult or frightening situation. Describe why/how staying cool and calm was (or would











WR-HS-1.2.2In Personal Expressive/Literary Writing, Students will communicate theme/main idea through use of literary elements appropriate to the genre:

o Students will develop characters (fictional /non-fictional) through emotions, actions, reactions, descriptions, thoughts, or dialogue when appropriate.

o Students will develop plot/story line appropriate to the form. Students will develop an appropriate setting, mood, scene, image or feeling. Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect. Students will incorporate reflection, insight and analysis when appropriate.


High School activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of personal writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. Write a personal narrative about a difficult or frightening situation. Describe why/how staying cool and calm was (or would



Teacher will model and share examples of literary writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. Write a short story Write a poem that describes what work means to the student. Write a play in which the main character(s) overcomes personal character flaws, weaknesses or circumstances.









Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book Instruction Book pp. 14-25 Unit 1 Planning pp. 26-39 Unit 2 Organizing pp. 40-57 Unit 3 Writing



WR-HS-1.2.3In Transactive Writing, Students will communicate relevant information to clarify and justify a specific purpose. Students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other

visuals). Students will develop explanations to support the writer’s purpose. Students will synthesize research to support ideas when appropriate. Students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question,

logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.


Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of transactive writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop transactive pieces Write and deliver a persuasive speech Write letters to school administrators, representatives, senators, city council, etc. (teacher approved topics) Develop a facility newsletter Journal daily food intake and determine nutritional values, calories, etc. Analyze to see if nutritional requirements are met Construct an operations manual for a piece of equipment (e.g., lawn mower, blender, or wheel chair) Use technology to develop training materials for a presentation




Writing StructureTo communicate effectively, students should be able to apply knowledge of language and genre structures to organize sentences, paragraphs and whole pieces logically and coherently.

WR-HS-2.3.0Organization: Students will create unity and coherence to accomplish the focused purpose by Engaging the audience Establishing a context for reading when appropriate Communicating ideas and support in a meaningful order Applying transitions and transitional elements to guide the reader through the piece Developing effective closure

DOK 3



Practice in stimulating the reader of listener to consider new perspectives on the addressed ideas or themes







WR-HS-2.3.1In Reflective Writing, Students will engage the interest of the reader. Students will establish a context for the reader. Students will communicate ideas and details in a logical, meaningful order. Students will apply the acceptable format of the genre. Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader. Students will apply effective paragraphing. Students will create effective conclusions.


Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of reflective writing. Students will: Use the steps in the writing process (e.g., pre-write, draft, revise, edit, publish) to develop reflective pieces Write journal entries that reflect on experiences, feelings, content learning, etc. Write a letter that reflects on the student’s growth as a writer. Refer to specific writing pieces. Address specific bullets










WR-HS-2.3.2In Personal Expressive/Literary Writing, Students will engage the interest of the reader. Students will communicate ideas and details in meaningful order. Students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate. Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader. Students will apply effective paragraphing. Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks and

shape. Students will create effective conclusions.




Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teacher will model and share examples of personal writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop personal writing pieces. Write a personal narrative about a difficult or frightening situation. Describe why/how staying cool and calm was (or would



Teacher will model and share examples of literary writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. Write a short story Write a poem that describes what work means to the student. Write a play in which the main character(s) overcomes personal character flaws, weaknesses or circumstances.






By Steven Zemelman, Harvey Daniels, and Arthur Hyde Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book

Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book Instruction Book pp. 14-25 Unit 1 Planning pp. 26-39 Unit 2 Organizing pp. 40-57 Unit 3 Writing Instruction Book pp. 90-99 Unit 6 Varying Prewriting Techniques Instruction Book pp. 40-57 Unit 3 Writing

WR-HS-2.3.3In Transactive Writing, Students will establish a context for reading. Students will apply the accepted format of the genre. Students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer,

comparison/contrast, description, sequence) to achieve purpose. Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional

elements between ideas and details to guide the reader. Students will apply effective paragraphing. Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels,

pictures, captions) when appropriate. Students will create effective conclusions.







WR-HS-2.4.0Sentence Structure: Students will create effective sentences by Applying a variety of structures and lengths Maintaining parallel structure Developing complete and correct sentences unless using unconventional structures for an intentional effect

when appropriateDOK 3



Mini lessons in conferencing


Career Major skills and abilities connected to activities may include but are not limited to the following:All Career majors





WR-HS-2.4.1In Reflective Writing, Students will develop sentences of various structures and lengths for effect. Students will maintain parallel structure. Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.












WR-HS-2.4.2In Personal Expressive/Literary Writing, Students will develop sentences of various structures and lengths for effect. Students will maintain parallel structure. Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate. Students will arrange poetic language in a meaningful order. Students will apply poetic line breaks effectively.







Teacher will model and share examples of literary writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. Write a short story Write a poem that describes what work means to the student. Write a play in which the main character(s) overcomes personal character flaws, weaknesses or circumstances










WR-HS-2.4.3In Transactive Writing, Students will develop complete, concise sentences or apply unconventional structures for an intentional effect when

appropriate. Students will maintain parallel structure.




Resources may include but are not limited to the following: Analytical Scoring Guide Kentucky Writing Handbook Anchor Papers After the End-Barry Lane Best Practices, “New Standards for Teaching and Learning in American Schools” K-12 By Steven Zemelman, Harvey Daniels, and Arthur Hyde


Writing ConventionsTo communicate effectively, students should be able to apply knowledge of language conventions and have control over standard grammar and usage. Students should be able to choose precise language appropriate to the purpose.

WR-HS-3.5.0Language: Students will exemplify effective language choices by Applying correct grammar and usage Applying concise use of language Incorporating strong verbs, precise nouns, concrete details and sensory details Applying language appropriate to the content, purpose and audience

DOK 2



Mini lessons Conferencing







WR-HS-3.5.1In Reflective Writing, Students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect. Students will apply language concisely. Students will incorporate language appropriate to the content, purpose and audience.








Resources may include but are not limited to the following: Holistic Scoring Guide KDE Writing Portfolio Handbook Marker Papers After the End-Barry Lane Best Practice-New Standards for Teaching and Learning in America’s Schools Society, Steven Zemelman, Arthur A. Hyde,

Harvey Daniels



WR-HS-3.5.2In Personal Expressive/Literary Writing, Students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect. Students will incorporate language based on economy, precision, richness or impact on the reader. Students will develop ideas through descriptive or figurative language.







Teacher will model and share examples of literary writing. Students will: Use the steps in the writing process (pre-write, draft, revise, edit, publish) to develop literary pieces. Write a short story Write a poem that describes what work means to the student. Write a play in which the main character(s) overcomes personal character flaws, weaknesses or circumstances Youth

Worker/Counselor activities:








pp. 90-99 Unit 6 Varying Prewriting Techniques Instruction Book



WR-HS-3.5.3In Transactive Writing, Students will adhere to standard guidelines for grammar and usage. Students will apply precise word choice. Students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.







WR-HS-3.6.0Correctness: Students will communicate clearly by Applying correct spelling Applying correct punctuation Applying correct capitalization Incorporating acceptable departure from standard correctness to enhance meaning when appropriate Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors

or titles within the text, listing sources, documenting sources in text and/or on a Works Cited page)DOK 2


Activities connected to KY Core Content and Career Majors may include but are not limited to the following: SKILL/NEW

Mini lessons Conferencing







Writing ProcessTo communicate effectively, students should engage in the various stages of the writing process including focusing, prewriting, drafting, revising, editing, publishing, and reflecting. The writing process is recursive; different writers engage in the process differently and proceed through the stages at different rates.

WR-E-4.7.0Focusing

Connecting to content knowledge Connecting with prior learning and experience Initiating an authentic reason to write Thinking about a subject, an experience, a question, an issue or a problem to determine a

meaningful reason to write

WR-HS-4.8.0Prewriting

Establishing a purpose and central/controlling idea or focus Identifying and analyzing the audience Determining the most appropriate form to meet the needs of purpose and audience Generating ideas (e.g., mapping, webbing, note taking, interviewing, researching and other writing-

to-learn activities) Organizing ideas – examining other models of good writing and appropriate text structures to match

purpose and organize information




Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW Mini lessons Conferencing Graphic organizer





WR-HS-4.9.0Drafting

Writing draft(s) for an intended audience Developing topic, elaborating, exploring sentence variety and language use Organizing writing


Activities connected to KY Core Content and Career Majors may include but are not limited to the following: Students will• Use writing-to-learn strategies during reading to organize information and ideas for writing projects.• Summarize information on Shakespeare or a book from a designated district/facility booklist to provide background for other students to study about a specific book.• Use graphic organizers to compare written text of a particular book with movie versions.• Write letters in on-demand situations to characters in a particular book to persuade them to take action about their situation.• Write critical reviews of a book on the designated booklist. Use writing workshop for conferences and peer reviews of writing process.




Resources may include but are not limited to the following: Designated district/booklist

WR-HS-4.10.0Revising(Content/Ideas)

Reflecting to determine where to add, delete, rearrange, define/redefine or elaborate content Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange,

define/redefine or elaborate content Checking for accuracy of content Considering voice, tone, style, intended audience, coherence, transitions, pacing Comparing with rubric criteria and anchor papers/models Considering effectiveness of language usage and sentences to communicate ideas


Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW Demonstrate evidence of a deep awareness of purpose and intended audience






Revising SkillsWR-HS-4.10.0

Idea Development Students will narrow topic for selected writing. Students will compose a topic sentence of a paragraph that is purposefully placed to enhance reader

awareness. Students will select appropriate supporting details relevant to a specific writing category (e.g.,

dialogue, predictions, findings from research, needed definitions, causes and effects, comparisons, contrasts, reference to concepts).

Students will delete extraneous/irrelevant materials.

Organization Students will correct sentences that are out of chronological/sequential order or insert new

sentences in the correct chronological/sequential position. Students will compose effective and subtle transitions. Students will develop effective introductions and closures for writing. Students will apply appropriate usage of parallelism (e.g., word forms, lists, phrases, clauses,

sentences, organization, idea development).

Word Choice Students will eliminate redundant words and phrases. Students will apply the most specific word for use in a sentence.


Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW Mini lessons on conferencing skills






WR-HS-4.11.0Editing(Conventions and Mechanics)

Checking for correctness with self, teacher or peer(s) o Language usageo Sentence structureo Spellingo Capitalizationo Punctuationo Documentation of sources

Using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks)


Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW Edit for correctness






Editing SkillsWR-HS-4.11.0

Language Usage Students will apply knowledge of subject/verb agreement with both singular and plural subjects. Students will apply knowledge of present, past and future tenses. Students will apply knowledge of comparative and superlative forms of adjectives and adverbs. Students will apply knowledge of special problems in usage, (e.g., a/an, to/two/ too, their/ there/

they’re), pronoun references and double negatives. Students will apply knowledge of idiomatic expressions.


Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW Edit and revise to improve the quality of the composition through the use of model lessons and conferencing




Sentence Structure Students will correct run-on and awkward sentences. Students will correct sentence fragments. Students will combine short, choppy sentences effectively. Students will combine simple sentences by using subordination and coordination. Students will correct sentences with misplaced and/or dangling modifiers.



Spelling Students will apply knowledge of spelling patterns, generalizations and rules to commonly used

words. Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of

words. Students will apply knowledge of spelling patterns, generalizations and rules to contractions. Students will apply knowledge of spelling patterns, generalizations and rules to change verb

endings.

Capitalization Students will capitalize proper nouns (e.g., names, days, months). Students will capitalize the beginning of sentences. Students will capitalize the pronoun “I”. Students will capitalize proper adjectives. Students will capitalize first word in a quote when appropriate. Students will capitalize the first word and every succeeding main word in a title.

Punctuation Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences. Students will use commas in a series, a date, a compound sentence, the greeting and closing of a

letter. Students will correctly apply the rules of punctuation for commas in appositives, direct address and

introductory phrases and clauses. Students will correctly apply the rules of punctuation for apostrophes in possessives and letters and

numbers of omission. Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms. Students will correctly apply the rules of punctuation for semi-colons in items in a series and in

correcting combined sentences. Students will correctly apply the rules of punctuation for colons in introducing a list and in a

business letter greeting. Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and

direct/indirect quotes.

Documentation Students will document use of sources with a format acceptable to the discipline (e.g., MLA, APA).



WR-HS-4.12.0Publishing

Sharing final piece with intended audience


Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW Edit and revise to improve the quality of the composition through the use of model lessons and conferencing.




WR-HS-4.13.0Reflecting

Reflecting upono Progress, growth and goals as a writero Literacy skillso Who or what has influenced progress and growtho Approaches used when composing (e.g., free-writing, mental composing, researching, drawing,

webbing, outlining)

Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW Reflection piece in portfolio which reflects growth as a writer




Bloom’s Taxonomy

CompetenceSkills Demonstrated

Knowledge observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter

Question Cues:list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension

understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences

Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Application use information use methods, concepts, theories in new situations solve problems using required skills or knowledge

Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover



Analysis seeing patterns organization of parts recognition of hidden meanings identification of components

Question Cues:analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions

Question Cues:combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity

Question Cuesassess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

MIDDLE SCHOOLWriting Vocabulary

purpose audience



suitable tonevoicerelevant elaborationunitycoherencecontexttransitioneffective closureconcrete / sensory detailsdocumentation citing

Reflective WritingLetter to Reviewer

Writing Processprewritingdraftingrevising

Personal Writingmemoirpersonal essaynarrativefirst person point of viewdialogueirony

anecdote editingdiagrams publishingLiterary Writingunderstatementasidemetaphorcomedysuspendhorrorparody

Transactive WritingLetters articlesProposal speechesBrochure editorials

English/Language Arts Glossary

Authentic: Real, genuine, and actual communications with real people (e.g., letters to editor of an actual newspaper).Blending: Combining sounds to make words.Classic texts: Literary or other works that have been canonized, either continuously or intermittently, over a period of time.Concrete poetry: Poems shaped like objects they describe.Contemporary texts: Literary or other works that have been written in recent years; they frequently address issues and events of current



concern to a given community, but may also be broader in scope.Context: Sounds, words, or phrases adjacent to a spoken or written language unit; social or cultural situation in which a spoken or written message occurs.Conventions: Accepted practices in spoken or written communication (e.g., mechanics, formatting, grammar).Correctness: Acceptable qualities in writing features such as spelling, punctuation, and capitalization.Cues: Various sources of information used by readers to construct meaning, including relationships between oral and written language (graphophonic) and among linguistic units (syntactic) and language meaning systems (semantic).Decode: To analyze spoken or graphic symbols of familiar languages to ascertain their intended meaning.Delivery techniques: Ways materials are presented to audiences that include both verbal and nonverbal elements.Directionality: Patterns of reading text (e.g., left to right; top to bottom; front to back).Expressive writing: Creation that reveals or explores authors’ thoughts, feelings, and observations.Environmental text: Printed language that appears in everyday situations (e.g., road signs, food labels, fast food signs).Fiction: Imaginative literary, oral, or visual works representing invented, rather than actual, persons, places, and events.

Figurative language: Any language using figures of speech, such as metaphor or hyperbole to create multiple or intensified meanings.Genre: Category used to classify literary and other works, usually by form, technique, or content (e.g., short stories, drama, poetry, novels, and essays).Imagery: Use of language to create sensory impressions; collectively, the figurative language in a work.Informational material: Writing intended to share information with audiences (e.g., biographies, autobiographies, periodicals).Inquiry: Investigations through a variety of sources.Literary (story) elements: Components of expressive writing (e.g., characters, setting, conflict/ resolution, theme, point of view).Literary techniques: Strategies authors use to convey or enhance expressive writing (e.g., figurative language, foreshadowing, and characterization).Multimedia: Incorporating or making use of more than one medium. For instance, multimedia inquiry projects might include written reports, photographs, computer- generated charts, and audio taped interviews.Nonprint source: Resources that do not have written text (e.g., signs, speeches, electronic media, interviews).Nonverbal elements: All aspects of oral communication other than word choice (e.g., gestures, facial expressions, tone, volume, rate).



Organizational signals/aids: Those included in print to help readers understand text (e.g., bullets, bold print, graphics, headings, lists, embedded visuals, graphs).Personal writing: Writing that is based on personal experiences (e.g., personal narratives, memoirs, personal essays).Persuasive writing: Writing that convinces others to believe or do something (e.g., editorials, articles, advertisements, essays, speeches).Practical/workplace writing: Writing to help readers perform everyday tasks (e.g., warranties, recipes, forms, memoranda, consumer texts, and manuals).Reading strategies: Techniques to both decode text and enhance comprehension (e.g., word analysis, rereading, context clues, pre-reading, raising questions, predicting, drawing conclusions, skimming, scanning).Reflective writing: Writing in which the author considers events or processes to evaluate what has been learned.Segmenting: Dividing words into sounds.Semantic: The meaning of words.Speaking-to-demonstrate-learning: Oral communication that assesses learning (e.g., instructional conversations, cooperating groups).Speaking-to-learn: Oral communication that aids in the learning process (e.g., thinking-aloud, questioning).Story structure: Format of formal writing.Style: Authors’ use of language, its effects, and its appropriateness to the author’s intent and theme.

Syllabification: Identifying or recognizing parts of words.Syntax: Word structure relationships among linguistic units such as prefixes and suffixes.Technology: Electronic and other devices used to enhance communication (e.g., videos, computers, TV, radio, telephone).Text: Printed communications in their varied forms, oral communication, and visual communications such as films and computer displays.Text features: Visual techniques that enhance readers’ understanding of print, including organizational signals and aids.Transactive: Writing produced for authentic purposes and audiences beyond completing an assignment to demonstrate learning.Verbal elements: Choice of spoken language.Writing Process: The many aspects of the complex act of producing written communication; specifically, planning, drafting, revising, editing, and publishing.Writing-to-demonstrate-learning: Writing that assesses learning (e.g., open response, essay tests).Writing-to-learn: Writing that aids in the learning process (learning logs, journals, note taking, reflective response)

English/Language Arts Teacher ResourcesPublications: Books

Atwell, Nancie. Side By Side Essays on Teaching to Learn. Concord, MA: Irwin Publishing, 1991.Atwell, Nancie. In the Middle. Portsmouth, NH:



Boynton/Cook Publishers, 1987.Beck, Isabel L., Margaret G. McKeown, Rebecca Hamilton and Linda Kucan. Questioning the Author, An Approach for Enhancing Student Engagement with Text. Newark, DE: International Reading Association Inc. 1997.Belanoff, Pat, and Marcia Dickson. Portfolios Process and Product. Portsmouth, NH: Boynton/ Cook Publishers, 1991.Best Practices, "New Standards for Teaching and Learning in American Schools" K-12 By Steven Zemelman, Harvey Daniels, and Arthur Hyde Calkins, Lucy McCormick. Raising Lifelong Learners. Reading, MA: Addison-Wesley, 1997.Children’s Book Council. Kids’ Favorite Books. Newark: International Reading Association, 1992.Classroom Strategies for Secondary Reading. Edited by W. John Harker. Newark, DE: International Reading Association, 1987.The College Board. Making Sense. Edited by Anne Chapman. New York: College Board Publications, 1992.College of William and Mary Center for Gifted Studies,

National Language Arts Curriculum Project for High Ability Learners (Javits): A Curriculum Framework in Language Arts for High Ability Learners (k-8), Literature of the 1940’s: A Decade of Change (Grades 7-9), Threads of Change in19th-Century American Literature (Grades 7-9).Crafton, Linda K. Standards in Practice Grades K-2. Urbana, IL: National Council of Teachers of English, 1996.Devers III, William J., and James Cipielewski. Every Teacher’s Thematic Booklist. New York: Scholastic Professional Books, 1993.Effective Teaching of Reading: Research and Practice. Edited by James V. Hoffman. Newark, DE: International Reading Association, 1986.Elliot, Peggy G., and Carl B. Smith. Reading Activities for Middle and Secondary Schools. New York: Teachers College Press, 1986.English/Language Arts Curriculum Resource Handbook: A Practical Guide for K-12 English/Language Arts Curriculum. United States: Kraus International Publications, 1992.



Exemplar Series Grades 6-8. Edited by Miles Myers and Elizabeth Spalding. Urbana, IL: National Council of Teachers of English, 1997.Fact and Fiction: Across the Curriculum. Edited by Bernice E. Cullinan. Newark, DE: International Reading Association, 1993.Fountas, Irene, and Gay Pinnell. Guided Reading: Good First Teaching for all Children. Portsmouth, NH: Heinemann, 1996.Goodman, K.S. In Defense of Good Teaching: What Teachers Need to Know About the “Reading Wars.” York, ME: Stenhouse Publishers, 1998.Hansen, Jane. When Writers Read. Portsmouth, NH. Heinemann Educational Books, Inc., 1987.Invitation to Read. Edited by Bernice E. Cullinan. Newark, DE: International Reading Association, 1992.Karnes, Frances, and Tracy Riley. Competitions: Maximizing Your Abilities. Waco, TX: Prufrock Press, 1996.Kentucky Writing Handbook, Kentucky Department of Education, 2007

Krogness, Mary Mercer. Just Teach Me Mrs. K.

Portsmouth, NH: Heinemann, 1995.Kucer, Stephen B., Cecilia Silva, and Esther L. Delgado- Larocco. Curricular Conversations, Themes in Multilingual and Monolingual Classrooms. York, ME: Stenhouse Publishers, 1995.Lane, Barry. After the End, Teaching and Learning Creative Revision. Portsmouth: Heinemann Publishing, 1993.Lively Discussions, Fostering Engaged Reading. Edited by Linda B. Gambrell and Janice F. Almasi. Newark, DE: International Reading Association, 1996.

Manning, Maryann Murphy, and Gary L. Manning. Reading Instruction in the Middle School. Washington, D C: National Education Association Publication, 1979.McMahon, Susan I. and Taffy E. Raphael. The Book Club Connection, Literacy Learning And Classroom Talk. New York: Teachers College Press, 1997.Moffett, James, and Betty Jane Wagner. Student- Centered Language, Arts, K-12. Portsmouth, NH:



Boynton/Cook Publishers, 1992.Moss, Joy F. Using Literature in the Middle Grades: A Thematic Approach. Urbana, IL: National Council of Teachers of English, 1996.Motivating Writing in Middle School. Standards Consensus Series. Urbana, IL: National Council of Teachers of English, 1996.Norton, Donna E. Through the Eyes of a Child – An Introduction to Children’s Literature. Englewood Cliffs, NJ: Prentice Hall, Inc., 1995.Pearson, P. David, and Dale D. Johnson. Teaching Reading Comprehension. New York: Holt, Rinehart, and Winston, 1978.Peer Talk in the Classroom Learning from Research. Edited by Jeanne R. Paratore and Racheal L. McCormack. Newark, DE: International Reading Association, 1997.The Reading Teacher A Journal of the International Reading Association. Nancy Padak, Timothy Rasinski, Editor. Kent State University, Kent Ohio.Research & Professional Resources in Children’s Literature: Piecing A Patchwork Quilt. Edited by Kathy G. Short. Newark, DE: International Reading

Association, 1995.Routman, Regie. Invitations Changing as Teachers and Learners K-12. Portsmouth, NH: Irwin Publishing, 1991.

Routman, R. Literacy at the Crossroads: Crucial Talk About Reading, Writing and Other Teaching Dilemmas. Portsmouth, NH: Heinemann, 1996.Sandholtz, Judith Haymore, Cathy Ringstaff, and David C. Dwyer. Teaching with Technology. New York: Teachers College Press, 1996.Shuman, Robert Baird. Strategies in Teaching Reading. Washington DC: National Education Association of the United States, 1978.Sierra-Perry, Martha. Standards in Practice Grades 3-5. Urbana, IL: National Council of Teachers of English, 1996.Smagorinsky, Peter. Standards in Practice Grades 9-12. Urbana, IL: National Council of Teachers of English, 1996.Standards Exemplar Series, Assessing Student Performance Grades 9-12. Edited by Miles Myers and Elizabeth Spalding. Urbana, IL: National Council of Teachers of English, 1997.



Standards for the Assessment of Reading and Writing. Newark, DE: International Reading Association and National Council of Teachers of English, 1994.Tallent-Runnels, Mary and Candler-Lotven. Academic Competitions for Gifted Students: A Resource Book for Teachers and Parents. Newbury Park, CA: Corwin Press, 1996.Teaching Literature in Middle School: Fiction. Standards Consensus Series. Urbana, IL: National Council of Teachers of English, 1996.Teaching Reading and Literature, Grades 4-6. Standard Consensus Series. Edited by Jennifer Wilson. Urbana, IL: National Council of Teachers of English, 1997.Teaching Reading and Literature in Early Elementary Grades. Standards Consensus Series. Edited by Jennifer Wilson. Urbana, IL: National Council of Teachers of English, 1997.Teaching Reading With the Other Language Arts. Edited by Ulrich H. Hardt. Newark, DE: International Reading Association, 1983.Teaching the Writing Process in High School.

Standards Consensus Series. Urbana, IL: National Council of Teachers of English, 1995.The Reading Teacher A Journal of the International Reading Association. Nancy Padak, Timothy Rasinski, Editor. Kent State University, Kent Ohio.Trelease, Jim. The Read Aloud Handbook, New York: Penguin Books, 1995.Teaching Literature in High School: The Novel. Standards Consensus Series. Urbana, IL: National Council of Teachers of English, 1995.Standards for the English Language Arts. Urbana, IL and Newark, DE: International Reading Association & National Council of Teachers of English, 1996.Using Nonfiction Trade Books in the Elementary Classroom From Ants To Zeppelins. Edited by Evelyn B. Freeman and Diane Goetz Person. Urbana, IL: National Council Teachers of English, 1989.Van Tassel-Baska, Joyce et.al. Developing Verbal Talent: Ideas and Strategies for Teachers of Elementary and Middle School Students. Needham Heights, MA: Allyn & Bacan 1996.Weaver, C. ed. Reconsidering a Balanced Approach to



Reading. Urbana, IL: National Council of Teachers of English, 1997.Wilhelm, Jeffrey D. Standards in Practice Grades 6-8. Urbana, IL: National Council of Teachers of English, 1996.Writing and Reading to Learn. Edited by Nea Stewart- Dore. Portsmouth, NH: Heineman, 1987.

Publications: PeriodicalsJournal of Adolescent & Adult Literacy A Journal of The International Reading Association. Norman J. Unrau, Editor. California State University, Los Angeles, California.Language Arts National Council of Teachers of English, Dudley Marling, Sharon Murphy, Editors. York University, Toronto, Ontario, Canada.Primary Voices K-6 National Council of Teachers of English, Kathy Meyer Reimer, Diane Stephens, and Jennifer Story, Editors.Reading Research Quarterly A Journal of the International Reading Association, John Readence, Diane Barone, Editors. University of Nevada, Las

Vegas, Nevada.

Internet ResourcesThe 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/areadsAuthors Mentoring Authors On-Line A Writing Workshop http://www.intercom.net/user/meh/author/htmlBank Street College http://www.bnkst.edu/americareads/books.htmlChildren’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.orgHomework Central English/Language Arts http://www.homeworkcentral.com/english/tac.elps.vt.edu/htmldvcs /ibm.htmlKathy Schrock’s Guide for Educators http://www.kidscampaigns.org/


http://www.homeworkcentral.com/english/tac.elps.vt.edu/htmldvcs

http://www.homeworkcentral.com/english/tac.elps.vt.edu/htmldvcs

http://www.indiana.edu/eric_rec


Literacy Volunteers of America http://literacy.kent.edu/LVA/National Council of Teachers of English http://www.ncte.orgNational Institute for Literacy http://www.nwrel.org/national/Reading On-Line http://www.readingonline.orgVideosIncorporating Broad Based Thematic Units in the Curriculum, Western KY University Center for Gifted Studies, (program 2), 11:36 minutes.Incorporating Critical Thinking Skills into the Curriculum, Western KY University Center for Gifted Studies, (program 3), 1:44 minutes.Incorporating Creative Thinking Skills into the Curriculum, Western KY University Center for Gifted Studies, (program 4), 20:44 minutes.Opening Up the Curriculum Getting Rid of the Ceiling, Western KY University Center for Gifted Studies, (program 1), 11:46 minutes.

Professional OrganizationsAmerican Library Association (ALA) 50 East Huron Street, Chicago, IL 60611, (312) 280-2162Carnegie 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) 647-6940International Reading Association 800 Barksdale Road, P.O. Box 8139, Newark, DE, 19714-8139, (302) 731-1600Kentucky Communication Association Alyce Grover, Somerset Community College, 808 Monticello, Somerset, KY, 42501 (606) 679-8501Kentucky 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) 622-2960National Council of Teachers of English 1111 H Kenyon Road, Urbana, IL, 61801-1096, (800) 369-6283National Center for Family Literacy 325 West Main Street, Suite 200, Louisville, KY, 40202, (502) 584-1133



National Research Center on English Learning & Achievement (CELA). University at Albany, State University of New York, 1400 Washington Avenue, Albany, New York, 12222, (518) 442-5026

High School Resources

Critical Vocabulary Writing High Schoolpurposeaudiencesuitable tonevoicerelevant elaborationunitycoherencecontexttransitioneffective closureconcrete / sensory detailsdocumentation citing

Reflective WritingLetter to Reviewer

Writing Process

prewritingdraftingrevisingeditingpublishing

Personal Writingmemoirpersonal essaynarrativefirst person point of viewdialogueironyanecdotediagrams

Literary Writingunderstatementasidemetaphorcomedysuspendhorrorparody

Transactive Writinglettersspeecheseditorialsarticlesproposalbrochure


High School English/Language ArtsEnglish I: Traditional ModelStudent Resources

What roles do heroes play in our society?Allende, Isabel. “Uncle Marcos”Angelou, Maya. I Know Why the Caged Bird SingsAtwood, Margaret. “Siren Song”Dickens, Charles. Fragments of an AutobiographyHeyerdahl, Thor. Kon-TikiHomer, The OdysseyKeller, Helen. The Miracle WorkerMillay, Edna. “An Ancient Gesture”Sandburg, Carl. LincolnStuart, Jesse. “Split Cherry Tree”Tennyson, Alfred Lord. “The Lotus Eaters”Thurber, James. “The Secret Life of Walter Mitty”Twain, Mark. Life on the MississippiUchida, “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 ExpectationsHughes, 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 JulietShakespeare, 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 BelieversHurst, 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 ClubWest, Jessamyn. “The Pacing Goose”

High School English/Language ArtsEnglish II: Traditional ModelStudent Resources

How does geography shape societies’ views of themselves and the world?The Awakening of OsirisBhagavad GitaThe Book of the DeadConfucius, The AnalectsThe Epic of GilgameshGenesis 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”MahabharataPsalms 8, 19, 137The Rig VedaRuthI Samuel 17 (David and Goliath)T’ao Ch’en. Book of SongsUpanishad“The Voice of the Swallow, Flittering, Calls to Me”

“Your Love, Dear Man, Is As Lovely to Me”How do spiritual beliefs affect one’s perception of himself and others?Christianity - Genesis 1-3 (“The Creation and the Fall”)New Testament parablesWell, Simone. What’s So Amazing about Grace?Judaism - The Book of RuthIslam - The Koran (“The Opening,” “Power,” “Daybreak”)Hinduism - Upanishad (“The Mystery of Brahman”)Mahabharata (“Sibi”)Buddhism - Kenko. “Essays in Idleness”Confucianism-The AnalectsThe Book of SongsTaoism - Hoff, Benjamin. The Tao of PoohShintoism - Zeami. The Deserted CroneNative American Spirituality - Chief Seattle. American Indian Stories

How do literature, theatre, art, music, and architecture reflect values of society?Alighieri, Dante. The Divine ComedyThe Arthur LegendBoccaccio, Giovanni. DecameronChekhov, Anton. “The Bet”Crane, Stephen. The Red Badge of Couragede Maupassant, Guy. “The Necklace”Euripedes. MedeaHomer. The IliadMachiavelli, Niccolo. The PrinceMason, Bobbie Ann. In CountryOvid, MetamorphosesPlato. The ApologyRojas, Manuel. “The Glass of Milk”Shakespeare, William. Julius Caesar

Shakespeare, William. The Taming of the ShrewThe Siegfreid Legend

Sophocles. AntigoneSophocles. Oedipus RexThe Song of RolandTacitus. AnnalsThucydides. History of the Peloponnesian WarTolstoy, Leo. “How Much Land Does a Man Need?”Virgil. AeneidWhitman, Walt. Leaves of GrassWordsworth, William. “Ode: Intimations on Immortality”

How does internal conflict affect relationships and society?Brancato, Robin. Fourth of JulyBrancato, Robin. Furlough 1944Greene, Bette. An Ordinary WomanKnowles, John. A Separate PeaceMilosz, Czeslaw. A Song on the End of the WorldPeck, Richard. Priscilla and the WimpPoe, Edgar. “The Tell Tale Heart”Stockton, Frank. “The Lady or The Tiger”Strasser, Todd. On The BridgeStrasser, Todd. The Wave

How can we break through barriers of prejudice to promote tolerance?Helgi, Ursula. Stones from the RiverLee, Harper. To Kill a MockingbirdSteinbeck, John. Of Mice and Men

High School English/Language ArtsEnglish III: Traditional ModelStudent Resources

How do early American writings help us understand ourselves and our society?Benet, Stephen. “We Aren’t Superstitious”Earle, Alice Morse. Life in Colonial New EnglandFleischer, Jane. Pontiac: Chief of the OttawasFleischer, Jane. Tecumseh: Shawnee War ChiefHawthorne, Nathaniel. “The Minister’s Black Veil”Hawthorne, Nathaniel. The Scarlet LetterHawthorne, Nathaniel. “Young Goodman Brown”Jassem, Kate. Chief Joseph: Leader of DestinyJoseph, Chief. “I Will Fight No More”Kennedy, John F. A Nation of ImmigrantsMichener, James. HawaiiMiller, Arthur. The CrucibleSeattle, 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 AlmanacHenry, Patrick. “Speech to the Virginia Convention”

How does Romantic literature reflect American culture of that time?Cooper, James. Leatherstocking TalesHawthorne, Nathaniel. The House of Seven GablesIrving, 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 AwakeningCrane, Stephen. The Red Badge of CourageCrane, Stephen. War Is Kind.Fitzgerald, F. Scott. The Great GatsbyFrazier, Charles. Cold MountainHemingway, Ernest. The Old Man and the SeaHunt, Irene. Across Five AprilsKantor, MacKinley. AndersonvilleLincoln, Abraham. “Gettysburg Address”Mitchell, Margaret. Gone with the WindSantoli, Al. Everything We Had: An Oral History of the Vietnam War by Thirty-Three AmericanSoldiersSteinbeck, John. The Grapes of WrathSteinbeck, John. Of Mice and MenStowe, Harriet. Uncle Tom’s CabinTwain, Mark. Adventures of Huckleberry Finn

High School English/Language ArtsEnglish IV: Traditional ModelStudent Resources

How does literature reflect time periods, cultures, and writing styles of British and contemporary?writers?Austen, Jane. Pride and PrejudiceBeowulfBunyan, John. The Pilgrim’s ProgressBurney, Fanny. EvelinaBurns, Robert. To A MouseCarroll, Lewis. Alice in WonderlandChaucer, Geoffrey. The Canterbury Tales

Dickens, Charles. Hard TimesGolding, William. Lord of the FliesKnowles, John. A Separate PeaceLawrence, D. H. “The Rocking Horse Winner”Milton, John. Paradise LostShakespeare, William. HamletShakespeare, William. MacbethShaw, G. B. PygmalionSwift, Jonathan. Gulliver’s TravelsSwift, Jonathan. “A Modest Proposal”Thomas, Dylan. “Do Not Go Gentle Into That Good Night”Trevelyn, George. Social History of Englandwww.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 GuidanceHerriot, James. All Things Bright and BeautifulKasparov, Garry. Unlimited ChallengeMeir, Golda. My LifeMiller, Arthur. Death of a SalesmanPrevert, Jacques. “To Paint the Portrait of a Bird”www.careermag.comwww.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/webtravelHYPERLINK http://www.travelchannel.comwww.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.html (Martin L. King speeches)High School English/Language Arts Nontraditional ModelsStudent Resources

http://msstate.edu/Archives/History/USA/AfroAmer/mlk.html

http://msstate.edu/Archives/History/USA/AfroAmer/mlk.html

http://www.travelchannel.com/

http://shakespeare.eb.com/

Alighieri, Dante. The InfernoAngelou, Maya. I Know Why the Caged Bird SingsAngelou, Maya. I Shall Not be MovedBishop, Jim. The Day Lincoln Was ShotCarroll, Lewis. Alice in WonderlandChaucer, Geoffrey. Canterbury TalesChopin, Kate. The AwakeningChristie, Agatha. And Then There Were NoneCisneros, Sandra. The House on Mango StreetClark, Walter. The Ox-Bow IncidentClarke, Arthur. 2001: A Space OdysseyColeridge, Samuel. “Kubla Kahn”Conrad, Joseph. Heart of DarknessCrane, Stephen. Red Badge of CourageCummings, E. E. Collected PoemsDickens, Charles. Great ExpectationsDickens, Charles. Hard TimesDickens, Charles. Oliver TwistDickinson, Emily. Complete PoemsEliot, T. S. The WastelandFaulkner, Robert. All the King’s Men

Galarza, Ernesto. Barrio BoyGolding, William. Lord of the FliesHansberry, Lorraine. A Raisin in the SunHanson-Harding, Alexandra. Great American SpeechesHawking, Stephen. A Brief History of TimeHawthorne, Nathaniel. The Scarlet LetterHemingway, Ernest. For Whom the Bell TollsHemingway, Ernest. The Old Man and the SeaHighwater, Jamake. I Wear the Morning StarHilton, James. Goodbye, Mr. ChipsHohler, Robert. “I Touch the Future...”

Ibsen Henrik. A Doll’s HouseKafka, Franz. “Metamorphosis”Kennedy, John. Profiles in CourageKing, Martin. “I Have a Dream”Kinsella, W. P. Shoeless JoeKnowles, John. A Separate PeaceLee, Harper. To Kill a MockingbirdLincoln, Abraham. “Gettysburg Address”Longfellow, Henry. EvangelineMalory, Thomas. Morte d’Arthur

English/Language Arts Glossary

Authentic: Real, genuine, and actual communications with real people (e.g., letters to editor of an actual newspaper).Blending: Combining sounds to make words.Classic texts: Literary or other works that have been canonized, either continuously or intermittently, over a period of time.Concrete poetry: Poems shaped like objects they describe.Contemporary texts: Literary or other works that have been written in recent years; they frequently address issues and events of current concern to a given community, but may also be broader in scope.Context: Sounds, words, or phrases adjacent to a spoken or written language unit; social or cultural situation in which a spoken or written message occurs.Conventions: Accepted practices in spoken or written communication (e.g., mechanics, formatting, grammar).

Correctness: Acceptable qualities in writing features such as spelling, punctuation, and capitalization.Cues: Various sources of information used by readers to construct meaning, including Relationships between oral and written language (graphophonic) and among linguistic units (syntactic) and language meaning systems (semantic).Decode: To analyze spoken or graphic symbols of familiar languages to ascertain their intended meaning.Delivery techniques: Ways materials are presented to audiences that include both verbal and nonverbal elements.Directionality: Patterns of reading text (e.g., left to right; top to bottom; front to back).Expressive writing: Creation that reveals or explores authors’ thoughts, feelings, and observations.Environmental text: Printed language that appears in everyday situations (e.g., road signs, food labels, fast food signs).Fiction: Imaginative literary, oral, or visual works representing invented, rather than actual, persons, places, and events.Figurative language: Any language using figures of speech, such as metaphor or hyperbole to create multiple or intensified meanings.Genre: Category used to classify literary and other works, usually by form, technique, or Content (e.g., short stories, drama, poetry, novels, essays).Imagery: Use of language to create sensory impressions; collectively, the figurative language in a work.

Informational material: Writing intended to share information with audiences (e.g., biographies, autobiographies, periodicals).Inquiry: Investigations through a variety of sources.Literary (story) elements: Components of expressive writing (e.g., characters, setting, conflict/ resolution, theme, point of view).Literary techniques: Strategies authors use to convey or enhance expressive writing (e.g., figurative language, foreshadowing, characterization).Multimedia: Incorporating or making use of more than one medium. For instance, multimedia inquiry projects might include written reports, photographs, computer- generated charts, and audio taped interviews.Nonprint source: Resources that do not have written text (e.g., signs, speeches, electronic media, interviews).Nonverbal elements: All aspects of oral communication other than word choice (e.g., gestures, facial expressions, tone, volume, rate).Organizational signals/aids: Those included in print to help readers understand text (e.g., bullets, bold print, graphics, headings, lists, embedded visuals, graphs).Personal writing: Writing that is based on personal experiences (e.g., personal narratives, memoirs, personal essays).Persuasive writing: Writing that convinces others to believe or do something (e.g., editorials, articles, advertisements, essays, speeches).

Practical/workplace writing: Writing to help readers perform everyday tasks (e.g., warranties, recipes, forms, memoranda, consumer texts, manuals).Reading strategies: Techniques to both decode text and enhance comprehension (e.g., word analysis, rereading, context clues, pre-reading, raising questions, predicting, drawing conclusions, skimming, scanning).Reflective writing: Writing in which the author considers events or processes to evaluate what has been learned.Segmenting: Dividing words into sounds.Semantic: The meaning of words.Speaking-to-demonstrate-learning: Oral communication that assesses learning (e.g., instructional conversations, cooperating groups).Speaking-to-learn: Oral communication that aids in the learning process (e.g., thinking- aloud, questioning).Story structure: Format of formal writing.Style: Authors’ use of language, its effects, and its appropriateness to the author’s intent and theme.Syllabification: Identifying or recognizing parts of words.Syntax: Word structure relationships among linguistic units such as prefixes and suffixes.Technology: Electronic and other devices used to enhance communication (e.g., videos, computers, TV, radio, telephone).Text: Printed communications in their varied forms, oral communication, and visual Communications such as films and computer displays.Text features: Visual techniques that enhance readers’ understanding of print, including Organizational signals and aids.

Transactive: Writing produced for authentic purposes and audiences beyond completing an assignment to demonstrate learning.Verbal elements: Choice of spoken language.Writing Process: The many aspects of the complex act of producing written communication; specifically, planning, drafting, revising, editing, and publishing.Writing-to-demonstrate-learning: Writing that assesses learning (e.g., open response, essay tests).Writing-to-learn: Writing that aids in the learning process (learning logs, journals, note taking, reflective response).

English/Language Arts Teacher ResourcesPublications: BooksAtwell, Nancie. Side By Side Essays on Teaching to Learn. Concord, MA: Irwin Publishing, 1991.

Atwell, Nancie. In the Middle. Portsmouth, NH: Boynton/Cook Publishers, 1987.Beck, Isabel L., Margaret G. McKeown, Rebecca Hamilton, and Linda Kucan. Questioning the Author, An Approach for Enhancing Student Engagement with Text. Newark, DE: International Reading Association Inc. 1997.

Belanoff, Pat, and Marcia Dickson. Portfolios Process and Product Portsmouth, NH: Boynton/ Cook Publishers, 1991.Best Practice-New Standards for Teaching and Learning in America’s Schools Society, Steven Zemelman, Arthur A. Hyde, Harvey DanielsCalkins, Lucy McCormick. Raising Lifelong Learners. Reading, MA: Addison-Wesley, 1997.Children’s Book Council. Kids’ Favorite Books. Newark: International Reading Association, 1992.Classroom Strategies for Secondary Reading. Edited by W. John Harker. Newark, International Reading Association, 1987.The College Board. Making Sense. Edited by Anne Chapman. New York: College Board Publications, 1992.College of William and Mary Center for Gifted Studies, National Language Arts Curriculum Project for High Ability Learners (Javits): A Curriculum Framework in Language Arts for High Ability Learners (k-8), Literature of the 1940’s: A Decade of Change (Grades 7-9), Threads of Change in 19th-Century American Literature (Grades

7-9).Crafton, Linda K. Standards in Practice Grades K-2. Urbana, IL: National Council of Teachers of English, 1996.Devers III, William J., and James Cipielewski. Every Teacher’sThematic Booklist. New York: Scholastic Professional Books, 1993.Effective Teaching of Reading: Research and Practice. Edited by James V. Hoffman. Newark, DE: International

Reading Association, 1986.Elliot, Peggy G., and Carl B. Smith. Reading Activities for Middle and Secondary Schools. New York: Teachers College Press, 1986.English/Language Arts Curriculum Resource Handbook: A Practical Guide for K-12 English/Language Arts Curriculum. United States:Kraus International Publications, 1992.Exemplar Series Grades 6-8. Edited by Miles Myers and Elizabeth Spalding. Urbana, IL: National Council of Teachers of English, 1997.Fact and Fiction: Across the Curriculum. Edited by Bernice E. Cullinan. Newark, DE: International Reading Association, 1993.

Fountas, Irene, and Gay Pinnell. Guided Reading: Good First Teaching for all Children Portsmouth, NH: Heinemann, 1996.Goodman, K.S. In Defense of Good Teaching: What Teachers Need to Know About the “Reading Wars.” York, ME: Stenhouse Publishers, 1998.Hansen, Jane. When Writers Read. Portsmouth, NH. Heinemann Educational Books, Inc., 1987.Invitation to Read. Edited by Bernice E. Cullinan. Newark, DE: International Reading Association, 1992.Karnes, Frances, and Tracy Riley. Competitions: Maximizing Your Abilities. Waco, TX: Prufrock Press, 1996.Kentucky Writing Handbook, Kentucky Department of Education, 2007

Krogness, Mary Mercer. Just Teach Me Mrs. K. Portsmouth, NH: Heinemann, 1995.Kucer, Stephen B., Cecilia Silva, and Esther L. Delgado-Larocco. Curricular Conversations, Themes in Multilingual and Monolingual Classrooms. York, ME: Stenhouse Publishers, 1995.Lane, Barry. After the End, Teaching and Learning Creative Revision. Portsmouth Heinemann Publishing, 1993.

Lively Discussions, Fostering Engaged Reading. Edited by Linda B. Gambrell and Janice F. Almasi. Newark, DE: International Reading Association, 1996.

Manning, Maryann Murphy, and Gary L. Manning. Reading Instruction in the Middle School. Washington, D C: National Education Association Publication, 1979.McMahon, Susan I. and Taffy E. Raphael. The Book Club Connection, Literacy Learning And Classroom Talk. New York: Teachers College Press, 1997.Moffett, James, and Betty Jane Wagner. Student-Centered Language Arts, K-12. Portsmouth, NH: Boynton/Cook Publishers, 1992.Moss, Joy F. Using Literature in the Middle Grades: A Thematic Approach. Urbana, IL: National Council of Teachers of English, 1996.Motivating Writing in Middle School. Standards Consensus Series. Urbana, IL: National Council of Teachers of English, 1996.Norton, Donna E. Through the Eyes of a Child - An Introduction to Children’s Literature Englewood Cliffs,

NJ:Prentice Hall, Inc., 1995.Pearson, P. David, and Dale D. Johnson. Teaching Reading Comprehension. New York: Holt, Rinehart, and Winston, 1978.Peer Talk in the Classroom Learning from Research. Edited by Jeanne R. Paratore and Racheal L. McCormack. Newark, DE: International Reading Association, 1997.Research & Professional Resources in Children’s Literature: Piecing A Patchwork Quilt. Edited by Kathy G. Short. Newark, DE: International Reading Association, 1995.Routman, Regie. Invitations Changing as Teachers and Learners K-12. Portsmouth, NH: Irwin Publishing, 1991.Routman, R. Literacy at the Crossroads: Crucial Talk About Reading, Writing and Other Teaching Dilemmas. Portsmouth, NH: Heinemann, 1996.Sandholtz, Judith Haymore, Cathy Ringstaff, and David C. Dwyer. Teaching with Technology. New York: Teachers College Press, 1996.

Shuman, Robert Baird. Strategies in Teaching Reading. Washington DC: National Education Association of the United

States, 1978.Sierra-Perry, Martha. Standards in Practice Grades 3-5. Urbana, IL: National Council of Teachers of English, 1996.Smagorinsky, Peter. Standards in Practice Grades 9-12. Urbana, IL: National Council of Teachers of English, 1996.Standards Exemplar Series, Assessing Student Performance Grades 9-12. Edited by Miles Myers and Elizabeth Spalding. Urbana, IL: National Council of Teachers of English, 1997.Standards for the Assessment of Reading and Writing. Newark, DE: International Reading Association and National Council of Teachers of English, 1994.Steck-Vaughn GED Preparation Materials www.Steck-Vaughn.comTallent-Runnels, Mary and Candler-Lotven. Academic Competitions for Gifted Students: A Resource Book for Teachers and Parents. Newbury Park, CA: Corwin Press, 1996.Teaching Literature in Middle School: Fiction. Standards Consensus Series. Urbana, IL: National Council of Teachers of English, 1996.Teaching Reading and Literature, Grades 4-6. Standard Consensus Series. Edited by Jennifer Wilson. Urbana, IL: National Council

of Teachers of English, 1997.Teaching Reading and Literature in Early Elementary Grades. Standards Consenus Series. Edited by Jennifer Wilson. Urbana, IL: National Council of Teachers of English, 1997.Teaching Reading With the Other Language Arts. Edited by Ulrich H. Hardt. Newark, DE: International Reading Association, 1983.Teaching the Writing Process in High School. Standards Consensus Series. Urbana, IL: National Council of Teachers of English, 1995.Trelease, Jim. The Read Aloud Handbook, New York: Penguin Books, 1995.

Teaching Literature in High School: The Novel. Standards Consensus Series. Urbana, IL: National Council of Teachers of English, 1995.Standards for the English Language Arts. Urbana, IL and Newark, DE: International Reading Association & National Council of Teachers of English, 1996.Using Nonfiction Trade Books in the Elementary Classroom From Ants To Zepplins.Edited by Evelyn B. Freeman and Diane Goetz Person. Urbana, IL: National Council

Teachers of English, 1989.Van Tassel-Baska, Joyce et.al. Developing Verbal Talent: Ideas and Strategies for Teachers of Elementary and Middle School Students. Needham Heights, MA: Allyn & Bacon 1996.Weaver, C. ed. Reconsidering a Balanced Approach to Reading. Urbana, IL: National Council of Teachers of English, 1997.Wilhelm, Jeffrey D. Standards in Practice Grades 6-8. Urbana, IL: National Council of Teachers of English, 1996.Writing and Reading to Learn. Edited by Nea Stewart-Dore. Portsmouth, NH: Heineman, 1987.

Publications: PeriodicalsJournal of Adolescent & Adult LiteracyA 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 ResourcesThe 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/areadsAuthors Mentoring Authors On-Line A Writing Workshop http://www.intercom.net/user/meh/author/htmlBank Street College http://www.bnkst.edu/americareads/books.htmlChildren’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/htmldvcs/ibm.htmlKathy Schrock’s Guide for Educators http://www.kidscampaigns.org/Kentucky Department of Education-Writing Handbookhttp://www.education.ky.gov/KDE/Instructional+Resources/High+School/English+Language+Arts/Writing/default.htmLiteracy Volunteers of America http://literacy.kent.edu/LVA/National Council of Teachers of English http://www.ncte.orgNational Institute for Literacy http://www.nwrel.org/national/Reading On-Line http://www.readingonline.org

VideosIncorporating 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.

http://www.readingonline.org/

http://www.kidscampaigns.org/

http://www.homeworkcentral.com/english/tac.elps.vt.edu/htmldvcs/ib

http://www.homeworkcentral.com/english/tac.elps.vt.edu/htmldvcs/ib

http://www.ash.udel.edu/ash/

Opening Up the Curriculum Getting Rid of the Ceiling, Western Ky University Center for Gifted Studies, (program 1), 11:46 minutes.

Professional OrganizationsAmerican Library Association (ALA) 50 East Huron Street Chicago, IL 60611 (312) 280-2162Carnegie Center for Learning and Literacy 251 West Second Street Lexington, KY (859) 254-4175Center for the Improvement of Early Reading Achievement (CIERA) 610 E University Ave, Rm. 1600 SEB Ann Arbor, MI, 48109-1259 (734) 647-6940International Reading Association 800 Barksdale Road, P.O. Box 8139, Newark, DE, 19714- 8139, (302) 731-1600Kentucky 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) 622-2960National Council of Teachers of English 1111 H Kenyon Road, Urbana, IL, 61801-1096 (800) 369-6283National Center for Family Literacy 325 West Main Street, Suite 200, Louisville, KY, 40202 (502) 584-1133National Research Center on English Learning & Achievement (CELA). University at Albany, StateUniversity 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.

0 1 2 3 4CONTENT

Purpose and Audience; Idea Development and SupportThe writing: The writing: The writing: The writing: The writing:

Lacks purpose

Lacks awareness of audience

Lacks idea development; may provide random details

Attempts to establish a general purpose; lacks focus

Indicates limited awareness of audience’s needs

Demonstrates limited idea development with few details and/or weak support; may attempt to apply some characteristics of the genre

Attempts to establish and maintain a narrowed purpose; some lapses in focus

Indicates some awareness of audience’s needs; makes some attempt to communicate with an audience; may demonstrate some voice and/or tone

Demonstrates some idea development with details/support; support may be unelaborated, irrelevant and/or repetitious; may apply some characteristics of the genre

Establishes and maintains an authentic focused purpose throughout

Indicates an awareness of audience’s needs; communicates adequately with audience; conveys voice and/or appropriate tone

Demonstrates depth of idea development with specific, sufficient details/support; applies characteristics of the genre

Establishes and maintains an authentic and insightful focused purpose throughout

Indicates a strong awareness of audience’s needs; communicates effectively with audience; sustains distinctive voice and/or appropriate tone

Demonstrates reflective, analytical and/or insightful idea development; provides specific, thorough support; skillfully applies characteristics of the genre

0 1 2 3 4STRUCTURE

Organization: unity and coherence; Sentences: structure and lengthThe writing: Demonstrates

random organization

Lacks transitional elements

Demonstrates incorrect sentence structure throughout

The writing: Demonstrates ineffective

or weak organization

Demonstrates limited and/or ineffective transitional elements

Demonstrates some ineffective or incorrect sentence structure

The writing: Demonstrates logical organization

with lapses in coherence

Demonstrates some effective transitional elements

Demonstrates simple sentences; may attempt more complex sentences but lacks control of sentence structure

The writing: Demonstrates logical, coherent

organization

Demonstrates logical, effective transitional elements throughout

Demonstrates control and variety in sentence structure

The writing: Demonstrates careful and/or

subtle organization that enhances the purpose

Demonstrates varied and subtle transitional elements throughout

Demonstrates control, variety and complexity in sentence structure to enhance meaning

0 1 2 3 4

CONVENTIONSLanguage: grammar and usage, word choice; Correctness: spelling, punctuation, capitalization, abbreviation and documentation

The writing: Demonstrates lack of

control in grammar and usage

Demonstrates incorrect or ineffective word choice

Demonstrates lack of control in correctness

The writing: Demonstrates some control of

grammar and usage with some errors that do not interfere with communication

Demonstrates simplistic and/or imprecise word choice

Demonstrates some control of correctness with some errors that do not interfere with communication

The writing: Demonstrates control of

grammar and usage relative to length and complexity

Demonstrates acceptable word choice appropriate for audience and purpose

Demonstrates control of correctness relative to length and complexity

The writing: Demonstrates control of

grammar and usage to enhance meaning

Demonstrates accurate, rich and/or precise word choice appropriate for audience and purpose

Demonstrates control of correctness to enhance communication

Scoring Criteria Complete/Incomplete PortfoliosPurpose/Audience: The degree to which the writer maintains a focused purpose

to communicate with an audience by Narrowing the topic to establish a focus Analyzing and addressing the needs of the intended audience Adhering to the characteristics of the form (e.g., format, organization) Employing a suitable tone Allowing a voice to emerge when appropriate

A portfolio is incomplete if it does not contain

A table of contents page* which indicates the following:

Required writing in each category (reflective, personal or literary, transactive, transactive with analytical or technical focus [12th grade only])

Required number of pieces in each categoryo 4th grade—3 pieces (1 in each

category)o 7th grade—3 pieces (1 in each

category)

Idea Development/Support: The degree to which the writer develops and supports main ideas and deepens the audience’s understanding by using

Logical, justified and suitable explanation Relevant elaboration Related connections and reflections Idea development strategies appropriate for the form (e.g., bulleted

lists, definitions)

o 12th grade—4 pieces (1 in each category)

Required number of content pieces identified by content area classo 4th grade—no content piece is

required to be identifiedo 7th and 12th—one content piece other

than English/language arts identified by content area class

A signed Student Signature Sheet

A portfolio is also incomplete if any piece

is proven to be plagiarized is different from those listed in the Table of

Contents is written in a language other than English demonstrates only computational skills consists of only diagrams or drawings represents a group entry

*Use of the Table of Contents page in the Kentucky Writing Handbook is recommended.

If a portfolio contains too many pieces, remove the first piece that may be removed without making the portfolio incomplete. Repeat this process until the portfolio contains the correct total number of pieces, the correct number of content pieces, and the correct number of pieces in each category.

Organization: The degree to which the writer creates unity and coherence to accomplish the focused purpose by

Engaging the audience and establishing a context for reading Placing ideas and support in a meaningful order Guiding the reader through the piece with transitions and transitional

elements Providing effective closures

Sentences: The degree to which the writer creates effective sentences that are Varied in structure and length Constructed effectively Complete and correct

Language: The degree to which the writer demonstrates Word choice

Strong verbs and nouns Concrete and/or sensory details Language appropriate to the content, purpose and audience

Concise use of language Correct grammar/usage

Correctness: The degree to which the writer demonstrates Correct spelling, punctuation and capitalization Appropriate documentation of ideas and information from outside

sources (e.g., citing authors or titles within the text, listing sources)

core content for - kentucky center for school safetykysafeschools.org/djj/materials/4_1 kcc and djj...

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