Core Content for - Kentucky Center for School Safety KCC and DJJ WAM... · Web viewCore Content for...
Transcript of Core Content for - Kentucky Center for School Safety KCC and DJJ WAM... · Web viewCore Content for...
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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 2Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 4Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 5Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 6Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 7Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
WR-07-1.1.1In 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.
WR-08-1.1.1In 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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 8Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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).
WR-07-1.1.2In Personal Expressive Writing, Students will communicate the
significance of the writer’s life experience by narrating about life events, relationship 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).
WR-08-1.1.2In 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).
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 9Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
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.
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 (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.
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 10Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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-06-1.1.3In 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.
WR-07-1.1.3In 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.
WR-08-1.1.3In 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.
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.
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 11Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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 3, 6, 7VII. Business Detail 4X. Humanitarian 3, 4XI. Leading and Influencing 3, 4 XII. 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-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.)
Youth Worker/Counselor activities:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 12Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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.
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-08-1.2.1In 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:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 13Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
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: 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-06-1.2.2In 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-
WR-07-1.2.2In 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-fictional) through thoughts,
WR-08-1.2.2In 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 thoughts, emotions, actions,
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 14Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
Students will incorporate reflection, insight and analysis 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.
Students will incorporate reflection, insight and analysis 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.
Youth Worker/Counselor activities:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 15Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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-06-1.2.3In 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 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/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 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/ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g.,
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 16Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
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 3, 6, 7VII. Business Detail 4X. Humanitarian 3, 4XI. Leading and Influencing 3, 4 XII. 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
Writing Structure
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 17Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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: Brochures Study guides
WR-06-2.3.1In Reflective Writing,
WR-07-2.3.1In Reflective Writing,
WR-08-2.3.1In Reflective Writing,
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 18Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
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.
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.
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: Analytical Scoring Guide
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 19Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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-06-2.3.2In 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 paragraphing effectively.
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 conclusions effectively.
WR-07-2.3.2In 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 paragraphing effectively.
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 conclusions effectively.
WR-08-2.3.2In 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 paragraphing effectively.
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 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 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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 20Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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,
WR-07-2.3.3In 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,
WR-08-2.3.3In 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,
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 21Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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 apply paragraphing effectively.
Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
Students will create conclusions effectively.
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 apply paragraphing effectively.
Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
Students will create conclusions effectively.
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 apply paragraphing effectively.
Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.
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 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
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 22Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
V. Mechanical 3, 6, 7VII. Business Detail 4X. Humanitarian 3, 4XI. Leading and Influencing 3, 4 XII. 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-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.
WR-07-2.4.1In 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.
WR-08-2.4.1In 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:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 23Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
WR-06-2.4.2In Personal Expressive/Literary Writing, Students will develop sentences of
various structures and lengths throughout the piece.
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.
WR-07-2.4.2In Personal Expressive/Literary Writing, Students will develop sentences of
various structures and lengths throughout the piece.
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.
WR-08-2.4.2In Personal Expressive/Literary Writing, Students will develop sentences of
various structures and lengths throughout the piece.
Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.
Students will arrange language in meaningful order.
Students will apply poetic line breaks 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 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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 24Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
Above examples will be analyzed using the four bullets above
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: 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-06-2.4.3In Transactive Writing, Students will develop complete,
concise sentences or apply unconventional structures when appropriate.
WR-07-2.4.3In Transactive Writing, Students will develop complete,
concise sentences or apply unconventional structures when appropriate.
WR-08-2.4.3In 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)
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 25Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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 3, 6, 7VII. Business Detail 4X. Humanitarian 3, 4XI. Leading and Influencing 3, 4 XII. 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
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 26Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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.
WR-07-3.5.1In 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.
WR-08-3.5.1In 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:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 27Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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: 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-06-3.5.2In Personal Expressive/Literary Writing, Students will adhere to standard
guidelines for grammar and usage or apply nonstandard for effect.
Students will incorporate language based on economy, precision,
WR-07-3.5.2In Personal Expressive/Literary Writing, Students will adhere to standard
guidelines for grammar and usage or apply nonstandard for effect.
Students will incorporate language based on economy, precision,
WR-08-3.5.2In Personal Expressive/Literary Writing, Students will adhere to standard
guidelines for grammar and usage or apply nonstandard for effect.
Students will incorporate language based on economy, precision,
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 28Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
richness or impact on the reader. Students will develop ideas through
descriptive or figurative language.
richness or impact on the reader. Students will develop ideas through
descriptive or figurative language.
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.
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 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:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 29Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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-06-3.5.3In 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.
WR-07-3.5.3In 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.
WR-08-3.5.3In 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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 30Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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-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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 31Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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 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
Youth Worker/Counselor activities:
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 32Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 33Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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
Youth Worker/Counselor activities:
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 34Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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.
Idea DevelopmentWR-07-4.10.4Students will narrow topic for selected writing.
WR-07-4.10.5Students will identify and compose a topic sentence of a paragraph.
WR-07-4.10.6Students will select appropriate supporting details.
WR-07-4.10.7Students will identify extraneous/irrelevant materials.
Idea DevelopmentWR-08-4.10.4Students will narrow topic for selected writing.
WR-08-4.10.5Students will identify and compose a topic sentence of a paragraph.
D0K 2
WR-08-4.10.6Students will select appropriate supporting details.
DOK 2
WR-08-4.10.7Students will identify extraneous/irrelevant materials.
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
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:All Career Majors
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 35Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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.
OrganizationWR-07-4.10.8Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.
WR-07-4.10.9Students will apply the most effective transitions.
WR-07-4.10.10- Students will develop effective introductions and closures for writing.
OrganizationWR-08-4.10.8Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.
DOK 2
WR-08-4.10.9Students will apply the most effective transitions.
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
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:All Career Majors
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 36Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
Word ChoiceWR-07-4.10.11Students will eliminate redundant words and phrases.
WR-07-4.10.12Students will choose the most specific word for use in a sentence.
Word ChoiceWR-08-4.10.11Students will eliminate redundant words and phrases.
DOK 2
WR-08-4.10.12Students will choose the most specific word for use in a sentence.
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
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 37Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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.
Language UsageWR-07-4.11.13- Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
Language UsageWR-08-4.11.13- Students will apply knowledge of subject/verb agreement with both singular and plural subjects.
DOK 1
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 38Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Career Major skills and abilities connected to activities may include but are not limited to the following:All Career Majors
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 39Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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.
Sentence StructureWR-07-4.11.18Students will correct run-on and awkward sentences.
WR-07-4.11.19Students will correct sentence fragments.
WR-07-4.11.20Students will combine short choppy sentences effectively.
WR-07-4.11.21Students will combine simple sentences by using subordination and coordination.
WR-07-4.11.22Students will correct sentences with misplaced/and or dangling modifiers.
Sentence StructureWR-08-4.11.18Students will correct run-on and awkward sentences.
DOK 1
WR-08-4.11.19Students will correct sentence fragments.
DOK 1
WR-08-4.11.20Students will combine short choppy sentences effectively.
DOK 2
WR-08-4.11.21Students will combine simple sentences by using subordination and coordination.
DOK 2
WR-08-4.11.22Students will correct sentences with misplaced/and or dangling modifiers.
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 40Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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.
SpellingWR-07-4.11.23Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words.
WR-07-4.11.24Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
SpellingWR-08-4.11.23Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words.
DOK 1
WR-08-4.11.24Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words.
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 41Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
WR-07-4.11.26Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
DOK 1
WR-08-4.11.25Students will apply knowledge of spelling patterns, generalizations and rules to contractions.
DOK 1
WR-08-4.11.26Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.
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
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 42Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
CapitalizationWR-07-4.11.27Students will capitalize proper nouns (e.g., names, days, months).
WR-07-4.11.28Students will capitalize the beginning of sentences.
WR-07-4.11.29Students will capitalize the pronoun “I”.
WR-07-4.11.30Students will capitalize proper adjectives.
WR-07-4.11.31Students will capitalize first word in a quote when appropriate.
WR-07-4.11.32Students will capitalize the first word and every succeeding main word in a title.
CapitalizationWR-08-4.11.27Students will capitalize proper nouns (e.g., names, days, months).
DOK 1
WR-08-4.11.28Students will capitalize the beginning of sentences.
DOK 1
WR-08-4.11.29Students will capitalize the pronoun “I”.
DOK 1
WR-08-4.11.30Students will capitalize proper adjectives.
DOK 1
WR-08-4.11.31Students will capitalize first word in a quote when appropriate.
DOK 1
WR-08-4.11.32Students will capitalize the first word and every succeeding main word in a title.
DOK 1
Activities connected to KY Core Content and Career Majors may include but are not limited to the following:Teachers will use:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 43Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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
PunctuationWR-07-4.11.33Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.
WR-07-4.11.34Students will use commas in a series, a date, a compound sentence and the
PunctuationWR-08-4.11.33Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.
DOK 1
WR-08-4.11.34Students will use commas in a series, a
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 44Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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-07-4.11.35Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.
WR-07-4.11.36Students will correctly apply the rules of punctuation for apostrophes in possessives and contractions.
WR-07-4.11.37Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.
WR-07-4.11.38Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.
WR-07-4.11.39Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting.
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
WR-08-4.11.35Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.
DOK 1
WR-08-4.11.36Students will correctly apply the rules of punctuation for apostrophes in possessives and contractions.
DOK 1
WR-08-4.11.37Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.
DOK 1
WR-08-4.11.38Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.
DOK 1
WR-08-4.11.39Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting.
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 45Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 46Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
WR-M-4.13.0 Reflecting upon
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 47Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 48Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 49Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
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: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.
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 II. Scientific 4IV. Protective 3, 4 V. Mechanical 7VII. Business Detail 4XI. Leading and Influencing 3, 4XII. Physical Performing 7, 8
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 50Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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.
GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 51Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 II. Scientific 4IV. Protective 3, 4V. Mechanical 7VII. Business Detail 4XI. Leading and Influencing 8, 3, 4XII. Physical Performing 7, 8
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 52Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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.
GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 53Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1 2, 3, 4, 5, 8, 10, 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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 54Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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
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: NEW Use graphic organizers for idea development Creating compositions that demonstrate a distinct voice
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:All Career Majors
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 55Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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-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.
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 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.
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 56Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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.
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 II. 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: 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
Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book Instruction Book
pp. 58-76 Unit 4 Evaluating
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 57Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay
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
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.
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:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 58Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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
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
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 59Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
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: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
Youth Worker/Counselor activities:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 60Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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
Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book Instruction Book pp. 14-25 Unit I Planning pp. 40-57 Unit II Organizing
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 61Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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
Practice in stimulating the reader of listener to consider new perspectives on the addressed ideas or themes
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 62Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
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: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
from the Holistic Scoring Guide.
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 II. Scientific 4IV. Protective 3, 4 V. Mechanical 7VII. Business Detail 4XI. Leading and Influencing 3, 4XII. Physical Performing 7, 8
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 63Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book Instruction Book
pp. 58-76 Unit 4 Evaluating
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.
GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 64Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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.
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:
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 65Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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 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.
GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 66Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1 2, 3, 4, 5, 8, 10, 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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 67Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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-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
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
Mini lessons in conferencing
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:All Career majors
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 68Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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-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.
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: 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.
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 II. Scientific 4IV. Protective 3, 4 V. Mechanical 7VII. Business Detail 4XI. Leading and Influencing 3, 4XII. Physical Performing 7, 8
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 69Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book Instruction Book
pp. 58-76 Unit 4 Evaluating
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.
GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 70Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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.
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:
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 71Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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
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-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.
GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 72Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1 2, 3, 4, 5, 8, 10, 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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 73Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book Instruction Book pp. 14-25 Unit I Planning pp. 40-57 Unit II Organizing
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
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
Mini lessons Conferencing
Youth Worker/Counselor activities:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 74Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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.
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: 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.
Youth Worker/Counselor activities:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 75Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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
Steck-Vaughn 2000 GED Instructional Series Published 2002-Essay Book Instruction Book
pp. 58-76 Unit 4 Evaluating
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.
GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 76Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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.
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:
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1, 2, 3, 5 II. Scientific 4IV. Protective 3, 4V. Mechanical 7VII. Business Detail 4XI. Leading and Influencing 3, 4, 8XII. Physical Performing 7, 8
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 77Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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
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-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.
GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 78Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
Youth Worker/Counselor activities:
Career Major skills and abilities connected to activities may include but are not limited to the following:I. Artistic 1 2, 3, 4, 5, 8, 10, 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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 79Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
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-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
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/NEW
Mini lessons Conferencing
Youth Worker/Counselor activities:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 80Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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
GED Connections: Writing Skills - Organizational, Sentence Structure, Usage, Mechanics, Essay
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 81Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
Activities connected to KY Core Content and Career Majors may include but are not limited to the following: NEW Mini lessons Conferencing Graphic organizer
Youth Worker/Counselor activities:
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
WR-HS-4.9.0Drafting
Writing draft(s) for an intended audience Developing topic, elaborating, exploring sentence variety and language use Organizing writing
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: 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.
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 82Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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: 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
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: NEW Demonstrate evidence of a deep awareness of purpose and intended audience
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 83Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
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: NEW Mini lessons on conferencing skills
Career Major skills and abilities connected to activities may include but are not limited to the following:All Career Majors
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 84Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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-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)
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: NEW Edit for correctness
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 85Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
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: NEW Edit and revise to improve the quality of the composition through the use of model lessons and conferencing
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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.
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 86Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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).
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 87Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
WR-HS-4.12.0Publishing
Sharing final piece with intended audience
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: NEW Edit and revise to improve the quality of the composition through the use of model lessons and conferencing.
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
By Steven Zemelman, Harvey Daniels, and Arthur Hyde
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
Career Major skills and abilities connected to activities may include but are not limited to the following:All Career Majors
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 88Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 89Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 90Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 91Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 92Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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).
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 93Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 94Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 95Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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:
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 96Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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.
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 97Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 98Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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/
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 99Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 100Bold-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.)
CCA 4.1 Middle School and High School Writing Spring 2007
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
(e.g. – suggestions, not a comprehensive list) Department of Juvenile Justice-Quality Assurance 101Bold-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.)
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
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.
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)