Key Project Standards Alignment Explanation
This page details how the 10 Anchor Standards in the Key Project Section of this course align to the CCSS and the new KAS standards (2019 KY standards).
Completing all 10 required Key Projects allows students an opportunity to provide evidence of the new KAS standards as well as the Common Core standards.
This is particularly important if students may move to non-KY schools or if they are preparing for non-KY assessments.
This page also aligns the 32 Summit Learning Cognitive Skills to the KAS and Anchor standards, should these projects be used in a Summit Learning environment.
Standard 6 Informational Texts RI.3
KAS STANDARDS (Substantial Change from CCSS)
These standards are met through the completion of the other standard strands as well when completing Key Projects.
Compose arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Compose informative/explanatory texts to examine and/or convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.
Use narratives strategically in other modes of writing utilizing effective technique, well-chosen details and well -structured sequences for an intended purpose, including but not limited to introducing an issue and/or supporting a claim.
Use digital resources to create, publish and update individual or shared products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Use a variety of formats to cite sources.
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-reliance on any one source and following a standard format for citation.
Compose routinely over extended time frames and shorter time frames for a variety of task, purposes and audiences.