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Bullitt County Public Schools |
| Foundation for Reading |
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Big Idea: Forming a Foundation (Reading) Forming a foundation requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading a variety of texts at the word, sentence, and connected text level across all content areas. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. High School Enduring Knowledge – Understandings Students will understand that • fluency involves reading orally and silently with speed, accuracy, proper phrasing and expression while attending to text features. • developing breadth of vocabulary dramatically improves reading comprehension and involves applying knowledge of word meanings and word relationships. The larger the reader’s vocabulary, the easier it is to make sense of text. • many words have multiple meanings. Knowledge of syntax/language structure, semantics/meaning, context cues, and the use of resources can help in identifying the intended meaning of words and phrases as they are used in text. Grades 11 & 12 Skills and Concepts Students will • apply context and self-correction strategies while reading • read increasingly complex material--orally and silently--with automaticity (accuracy and fluency) • use a variety of reading strategies to understand vocabulary and texts: o formulate questions to guide reading (before, during and after reading) o apply word recognition strategies to determine pronunciations o apply knowledge of synonyms, antonyms, word parts (e.g., roots, affixes, cognates) and nuances of meaning to assist comprehension o interpret the meaning of jargon, dialect, or specialized vocabulary in context o interpret and explain literal and non-literal meanings of words or phrases, analogies, idioms, and literary and classical allusions based on context o analyze words and ideas in terms of categories, functions, or features o scan to find specific key information; skim to get the general meaning of a passage • describe the influence of historical events on the development of the English language • investigate the meanings of words and their possible effect(s) on the perceptions and behavior of people |
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RD-12-1.0.1 Literal/Non-Literal Meanings
The learner will be able to interpret literal or non-literal meanings of words in a passage. .
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RD-12-1.0.2 Predictions
The learner will be able to make predictions based on what is read.
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RD-12-1.0.3 Formulate Questions
The learner will be able to formulate questions to guide reading.
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RD-12-1.0.4 Jargon, Dialect, Spec. Vocab
The learner will be able to interpret the meaning of jargon, dialect or specialized vocabulary found in a passage.
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| Initial Understanding |
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Big Idea: Developing an Initial Understanding (Reading) Developing an initial understanding of text requires readers to consider the text as a whole or in a broader perspective. Texts (including multicultural texts) encompass literary and informational texts (expository, persuasive, and procedural texts and documents). Strategies for gaining a broad or literal understanding of print texts can also be applied to non-print texts (e.g., digital, environmental). Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. High School Enduring Knowledge – Understandings Students will understand that • reading a wide range of print and non-print texts builds an understanding of texts, of themselves, and of different cultures. • different purposes to read include reading to acquire new information and reading for personal fulfillment. Among these texts are plays, fiction and non-fiction, classic and contemporary works, and foundational U.S. documents. • the use of comprehension strategies enhances understanding of text. • different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitate the reader’s ability to make meaning of the text. Kentucky Department of Education Program of Studies – English Language Arts – High School 465 Big Idea: Developing an Initial Understanding (Reading) – Continued Grades 11 & 12 Skills and Concepts Students will • use comprehension strategies (e.g., using prior knowledge, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts • use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition/support, description, classification, logical/sequential, deductive/inductive) to aid in comprehension • explain the meaning of concrete or abstract terms, based on the context (e.g., “loaded” words, connotation, denotation) • paraphrase and summarize information from texts of various lengths; distinguish between a summary and a critique • make text-based inferences; state generalizations; draw conclusions based on what is read • demonstrate understanding of literary elements and literary passages/texts: o identify characteristics of different types of literary texts (e.g., comedies, tragedies, satires, parodies) o explain the main ideas of a passage and identify the key ideas or information that support them • demonstrate understanding of informational passages/texts: o locate key ideas, information, facts or details o use information from text to state and support central/main idea o use information from texts to accomplish a specific task or to answer questions o use text features and visual information (e.g., maps, charts, graphs) to understand texts |
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RD-12-2.0.1 Paraphrase
The learner will be able to paraphrase information in a passage.
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RD-12-2.0.2 Essential Information
The learner will be able to identify essential information from a passage needed to accomplish a task.
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RD-12-2.0.3 Application
The learner will be able to apply the information contained in a passage to accomplish a task/procedure or to answer questions about a passage.
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RD-12-2.0.4 Sequence
The learner will be able to follow the sequence of information from a passage.
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RD-12-2.0.5 Concrete or Abstract Terms
The learner will be able to interpret concrete or abstract terms using context from the passage.
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RD-12-2.0.6 Main Ideas
The learner will be able to explain the main ideas of a passage and identify the key ideas or information that support them.
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RD-12-2.0.7 Infer, Conclude, Generalize
The learner will be able to make inferences, draw conclusions or make generalizations based on evidence from a passage.
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| Interpreting Text |
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Big Idea: Interpreting Text (Reading) Interpreting text requires readers to extend their initial impressions of the text to develop a more complete understanding of what is read. This involves linking information across parts of a text, as well as focusing on specific information. Texts (including multicultural texts) encompass literary and informational texts (expository, persuasive, and procedural texts and documents). Strategies for interpreting print texts can also be applied to non-print texts (e.g., digital, environmental). Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. High School Enduring Knowledge – Understandings Students will understand that • interpretations of text involve linking information across parts of a text and determining importance of the information presented. • references from texts provide evidence to support conclusions, the information presented, or the author’s perspective. • authors make intentional choices that are designed to produce a desired effect on the reader. Kentucky Department of Education Program of Studies – English Language Arts – High School 468 Big Idea: Interpreting Text (Reading) – Continued Grades 11 & 12 Skills and Concepts Students will • use comprehension strategies while reading, listening to, or viewing increasingly complex literary and informational texts • use text structure cues (e.g., chronology, cause/effect, compare/contrast, proposition and support, description, classification, logical/sequential, deductive/inductive) to aid comprehension • use text references to explain author’s purpose, author’s message or theme (including universal themes), arguments and supporting evidence • organize ideas within and across texts to show understanding of central ideas and interrelationships (e.g., charting, semantic mapping, graphic organizers, outlining) • demonstrate understanding of literary elements and literary passages/texts: o analyze the use of supporting details as they relate to the author’s message o analyze the relationship between a character’s motivation and behavior, as revealed by the dilemmas o explain or analyze how external or internal conflicts are resolved o explain author’s craft as appropriate to genre (e.g., metrics, rhyme scheme, analogy, symbolism, allusion, soliloquy) • demonstrate understanding of informational passages/texts: o analyze the effectiveness of use of persuasive techniques (e.g., logical/emotional/ethical appeal, repetition, allusion) or propaganda techniques (e.g., testimonial, bandwagon, transfer, personal attack) o explain the purpose of text features in different types of informational texts (e.g., periodicals, newspapers, online texts, public documents/public discourse, essays, editorials, textbooks, technical manuals/reports, Internet websites, electronic media) o use references from the text to state central ideas and details that support them; analyze the importance and relevance of details used in a text o use text references to support conclusions about what is read; for example, author’s opinion about a subject o accept or reject arguments using supporting evidence |
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RD-12-3.0.1 Conflict Resolution
The learner will be able to analyze how a conflict in a passage is resolved.
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Rd-12-3.0.2 Author's Purpose
The learner will be able to analyze an author's purpose in a passage.
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RD-12-3.0.3 Author's Position
The learner will be able to explain an author's position based on evidence in a passage.
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RD-12-3.0.4 Argument
The learner will be able to accept or reject an argument, giving supporting evidence from the passage.
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RD-12-3.0.5 Argument
The learner will be able to evaluate an argument, giving supporting evidence from the passage.
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RD-12-3.0.6 Relationship
The learner will be able to analyze the relationship between a speaker's or character's motivation and behavior in a passage, as revealed by the dilemmas.
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RD-12-3.0.7 Supporting Details
The learner will be able to analyze or evaluate the use of supporting details as they relate to the author's message.
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RD-12-3.0.8 Persuasive/Propaganda Tech.
The learner will be able to analyze or evaluate the use of persuasive or propaganda techniques within a passage. .
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RD-12-3.0.9 Author's Content
The learner will be able to explain the appropriateness of the author's content for an intended audience. .
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| Reflecting and Responding to Text |
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Big Idea: Reflecting and Responding to Text (Reading) Reflecting and responding to text requires readers to connect knowledge from the text with their own background knowledge and experience. The focus is on how the text relates to personal knowledge. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. High School Enduring Knowledge – Understandings Students will understand that • making connections involves thinking beyond the text and applying the text to a variety of situations. Connections may be expressed as comparisons, analogies, inferences, or the synthesis of ideas. • references from texts provide evidence of applying ideas and making text-to-self, text-to-text, and text-to-world connections. • reading a wide range of literature by different authors, and from many time periods, cultures, and genres, builds an understanding of the extent of human experience. Grades 11 & 12 Skills and Concepts Students will • use comprehension strategies while reading, listening to, or viewing literary and informational texts to analyze and evaluate content or make connections • self-select texts based on personal interests • use evidence from text(s) to formulate and justify opinions about what is read or viewed: o relate texts to prior knowledge, personal experiences, other texts or ideas o provide text references/evidence to support connections (text-to-self, text-to-text, or text-toworld) • read a wide range of texts, including texts by the same author, about the same subject or theme, or from the same genre, and from different cultures and time periods in order to respond and make connections (text-to-self, text-to-text, text-to-world) • demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and in-depth discussions about texts |
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RD-12-4.0.1 Connections
The learner will be able to evaluate the content or make connections as it applies to students' lives (text-to-self), real-world issues (text-to-world) or other texts (text-to-text). .
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RD-12-4.0.2 Formulate Opinions
The learner will be able to use evidence from a passage to formulate opinions in response to a reading passage. .
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| Critical Stance |
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Big Idea: Demonstrating a Critical Stance (Reading) Demonstrating a critical stance requires readers to consider the text objectively in order to evaluate its quality and appropriateness. It involves a range of tasks, including critical evaluation, comparing and contrasting, and understanding the impact of features such as irony, humor, and organization. Knowledge of text content and structure is important. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen. 5.1 Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations. High School Enduring Knowledge – Understandings Students will understand that • reading is a process that includes applying a variety of strategies to comprehend, interpret, and evaluate texts; showing evidence of responsible and warranted interpretations of text; and examining texts critically. • references from texts provide evidence to support judgments made about why and how the text was developed, considering the content, organization and form. • determining the usefulness of text for a specific purpose, evaluating language and textual elements, and analyzing the author’s style are all ways to critically examine texts. • all citizens need to analyze a wide variety of media messages (e.g., political, financial, social, environmental) in order to interpret matters of public policy and personal interest. • judging the credibility of sources, evaluating arguments, and understanding and conveying information are essential skills needed for postsecondary education, the workplace, and in exercising the rights of citizenship. Big Idea: Demonstrating a Critical Stance (Reading) – Continued Grades 11 & 12 Skills and Concepts Students will • analyze the effectiveness of text features in organizing information for clarity or for usefulness • analyze the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential, problem/solution, proposition/support, deductive/inductive) and explain how effective it is in understanding the passage and meeting the author’s purpose • evaluate what is read, based on the author’s purpose, message, word choice, sentence variety, content, style, tone or use of literary elements • form and support warranted judgments/opinions/conclusions about central ideas • analyze the interactions between and among literary elements within and across a variety of texts • analyze the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling) • make comparisons and synthesize information within and across texts (e.g., comparing themes, ideas, concept development, literary elements, events, genres) • evaluate the accuracy of information presented in texts • evaluate arguments, interpret and analyze information from multiple sources; for example, synthesize arguments or claims to discover the relationship between the parts, understand induction and deduction, determine unstated assumptions • evaluate claims and evidences • evaluate the range and quality of evidence used to support or oppose an argument • recognize common logical fallacies (e.g., personal attacks, non-sequitor, faulty cause-effect) and false premises in an argument |
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RD-12-5.0.1 Literary Genres
The learner will be able to compare and contrast the characteristics of a variety of literary genres. .
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RD-12-5.0.2 Literary Elements
The learner will be able to analyze or evaluate the effectiveness of literary elements (e.g., theme, characterization, setting, point of view, conflict and resolution, plot, structure) within a passage. .
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RD-12-5.0.3 Literary Devices
The learner will be able to analyze the author's use of literary devices in a passage (e.g., symbolism, irony, analogies, imagery, figurative language). .
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RD-12-5.0.4 Author's Style
The learner will be able to critique the author's word choice, style, tone or content. .
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RD-12-5.0.5 Compare/Contrast
The learner will be able to compare or contrast elements, views, ideas or events presented in one or more passages. .
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RD-12-5.0.6 Themes or Ideas
The learner will be able to analyze the ways in which similar themes or ideas are developed in more than one text. .
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RD-12-5.0.7 Organization/Format
The learner will be able to evaluate the effectiveness of organization or format in fulfilling the purpose of a passage. .
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RD-12-5.0.8 Text Features
The learner will be able to explain how the use of text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions), format or layout enhances the reader's understanding of a passage. .
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RD-12-5.0.9 Organizational Patterns
The learner will be able to analyze the effectiveness of the organizational patterns in a passage (e.g., cause and effect, repetition, comparison and contrast, sequence, generalizations) for fulfilling the purpose of the passage. .
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