Foundation for Reading

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

Initial Understanding

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

Interpreting Text

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

Reflecting and Responding to Text

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

Critical Stance

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