Common Planner
K–12 Standards

Grades 3-5

Other Kentucky Library Media sets

Concept: Inquire - Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems.

  •  

    Standard T (Think:) Learners display curiosity and initiative by:

    1.  

      Learning Priority 1. Formulating questions about a personal interest or a curricular topic.

      1. A

        With guidance and support, formulate questions when reading, constructing hypotheses, and gathering information.I.IQ.T1.A

    2.  

      Learning Priority 2. Recalling prior and background knowledge as context for new meaning.

      1. A

        With guidance and support, recall prior knowledge to connect new information to previous learning.I.IQ.T2.A

  •  

    Standard C (Create:) Learners engage with new knowledge by following a process that includes:

    1.  

      Learning Priority 1. Using evidence to investigate questions.

      1. A

        With guidance and support, utilize credible resources to investigate questions and draw conclusions.I.IQ.C1.A

    2.  

      Learning Priority 2. Devising and implementing a plan to fill knowledge gaps.

      1. A

        With guidance and support, create and implement a plan with specific steps and resources to fill in knowledge gaps (Ex.:Super 3, Big 6, Guided Inquiry Design).I.IQ.C2.A

    3.  

      Learning Priority 3. Generating products that illustrate learning.

      1. A

        With guidance and support, create products (e.g., research papers, presentations, speeches, art exhibits, multimedia, etc) appropriate for a specific audience other than a teacher to reflect student learning.I.IQ.C3.A

      2. A

        With guidance and support, utilize credible resources to investigate questions and draw conclusions.I.IQ.C1.A

    4.  

      Learning Priority 2. Devising and implementing a plan to fill knowledge gaps.

      1. A

        With guidance and support, create and implement a plan with specific steps and resources to fill in knowledge gaps (Ex.:Super 3, Big 6, Guided Inquiry Design).I.IQ.C2.A

    5.  

      Learning Priority 3. Generating products that illustrate learning.

      1. A

        With guidance and support, create products (e.g., research papers, presentations, speeches, art exhibits, multimedia, etc) appropriate for a specific audience other than a teacher to reflect student learning.I.IQ.C3.A

    6.  

      Learning Priority 1. Continually seeking knowledge.

      1. A

        With support, demonstrate one’s ability to be a lifelong learner by studying and reading for personal and academic interests.I.IQ.G1.A

    7.  

      Learning Priority 2. Engaging in sustained inquiry.

      1. A

        With support, demonstrate resilience when executing inquiry for continual research and personal growth.I.IQ.G2.A

    8.  

      Learning Priority 3. Enacting new understanding through real-world connections.

      1. A

        With guidance and support, apply academic learning to the real-world by making connections with personal interests and opportunities for growth.I.IQ.G3.A

    9.  

      Learning Priority 4. Using reflection to guide informed decisions.

      1. A

        With guidance and support, evaluate the strengths and weaknesses of an inquiry and identify areas of improvement to make decisions.I.IQ.G4.A

Concept: Include - Demonstrates an understanding of and commitment to inclusiveness and respect for diversity in the learning.

  •  

    Standard T (Think:) Learners contribute a balanced perspective when participating in a learning community by:

    1.  

      Learning Priority 1. Articulating an awareness of the contributions of a range of learners.

      1. A

        With support, listen respectfully, participate in discussion and seek the contribution of others.I.IN.T1.A

    2.  

      Learning Priority 2. Adopting a discerning stance toward points of view and opinions expressed in information resources and learning products.

      1. A

        Distinguish fact from opinion within an information source.I.IN.T2.A

      2. B

        With support, identify points of view within a variety of writing and learning products.I.IN.T2.B

    3.  

      Learning Priority 3. Describing their understanding of cultural relevancy and placement within the global learning community.

      1. A

        With support and discussion, connect cultural content with one’s own culture and experience.I.IN.T3.A

  •  

    Standard C (Create:) Learners adjust their awareness of the global learning community by:

    1.  

      Learning Priority 1. Interacting with learners who reflect a range of perspectives.

      1. A

        With support, participate in local and global groups that include a range of cultures, abilities, and other diversities.I.IN.C1.A

    2.  

      Learning Priority 2. Evaluating a variety of perspectives during learning activities.

      1. A

        With guidance and support, identify a variety of perspectives and articulate why considering others’ ideas can lead to new or deeper knowledge.I.IN.C2.A

  •  

    Standard S (Share:) Learners exhibit empathy with and appreciation of diverse ideas by:

    1.  

      Learning Priority 1. Engaging in informed conversation and active debate.

      1. A

        With support, participate in discussion using evidence to support claims and respect others’ opinions through active listening and questioning.I.IN.S1.A

    2.  

      Learning Priority 2. Contributing to discussions in which multiple viewpoints on a topic are expressed.

      1. A

        With support, offer relevant information and opinions at appropriate times in group discussion while building on the ideas of others.I.IN.S2.A

      2. B

        With support, consider multiple perspectives in discussion.I.IN.S2.B

  •  

    Standard G (Grow:) Learners demonstrate empathy and equity in knowledge building within the global learning community by:

    1.  

      Learning Priority 1. Interacting with learners who reflect a range of perspectives.

      1. A

        With support, interact with peers, experts, community members, and others.I.IN.G1.A

    2.  

      Learning Priority 2. Demonstrating interest in other perspectives during learning activities.

      1. A

        With support, demonstrate an interest in perspectives that are different from one’s own by questioning and discussing with empathy and equity.I.IN.G2.A

    3.  

      Learning Priority 3. Reflecting on their own place within the global learning community.

      1. A

        With support, self-reflect on how one fits into the local, state, national and international community.I.IN.G3.A

Concept: Collaborate - Work effectively with others to broaden perspectives and work toward common goals.

  •  

    Standard T (Think:) Learners identify collaborative opportunities by:

    1.  

      Learning Priority 1. Demonstrating their desire to broaden and deepen understandings.

      1. A

        Collaboratively ask questions of others to recognize differing points of view.I.CL.T1.A

    2.  

      Learning Priority 2. Developing new understandings through engagement in a learning group.

      1. A

        With guidance and support, use others’ ideas to modify the point of view or conclusion based on new information.I.CL.T2.A

    3.  

      Learning Priority 3. Deciding to solve problems informed by group interaction.

      1. A

        With guidance and support, work with others to make decisions and solve problems.I.CL.T3.A

  •  

    Standard C (Create:) Learners participate in personal, social, and intellectual networks by:

    1.  

      Learning Priority 1. Using a variety of communication tools and resources.

      1. A

        With guidance and support, use a variety of appropriate resources to communicate in personal and intellectual networks.I.CL.C1.A

    2.  

      Learning Priority 2. Establishing connections with other learners to build on their own prior knowledge and create new knowledge.

      1. A

        Describe a concept to another person using unique examples while connecting it to a person, place, or event the other person is familiar with.I.CL.C2.A

  •  

    Standard S (Share:) Learners work productively with others to solve problems by:

    1.  

      Learning Priority 1. Soliciting and responding to feedback from others.

      1. A

        Solicit, listen, and respond respectfully to the ideas and opinions of others without interrupting.I.CL.S1.A

    2.  

      Learning Priority 2. Involving diverse perspectives in their own inquiry processes.

      1. A

        Recognize other perspectives in the inquiry process when solving problems.I.CL.S2.A

  •  

    Standard G (Grow:) Learners actively participate with others in learning situations by:

    1.  

      Learning Priority 1. Actively contribute to group discussions.

      1. A

        With guidance, actively contribute to group discussions by adding information to help others better understand the concept.I.CL.G1.A

    2.  

      Learning Priority 2. Recognizing learning as a social responsibility.

      1. A

        Recognize your ability to contribute positively to learning in a group.I.CL.G2.A

Concept: Curate - Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.

  •  

    Standard T (Think:) Learners act on an information need by:

    1.  

      Learning Priority 1. Determining the need to gather information.

      1. A

        With support, recognize the need for information by defining the topic and information needed to support the inquiry.I.CT.T1.A

    2.  

      Learning Priority 2. Identifying possible sources of information.

      1. A

        With support, identify and locate information from human, print and electronic resources.I.CT.T2.A

    3.  

      Learning Priority 3. Make critical choices about information.

      1. A

        With support, select appropriate resources for an information need.I.CT.T3.A

  •  

    Standard C (Create:) Learners gather information appropriate to the task by:

    1.  

      Learning Priority 1. Seeking a variety of sources.

      1. A

        With support, locate information, from more than one format, on a specific topic.I.CT.C1.A

    2.  

      Learning Priority 2. Collecting information representing diverse perspectives.

      1. A

        With support, locate information, from more than one perspective on a specific topic.I.CT.C2.A

    3.  

      Learning Priority 3. Systematically questioning and assessing the validity and accuracy of information.

      1. A

        With support, and using established criteria, question the validity of each source.I.CT.C3.A

    4.  

      Learning Priority 4. Organizing information by priority, topic, or other systematic scheme.

      1. A

        With guidance and support, select appropriate organizational patterns (chronological order, compare/contrast, problem/solution, cause/effect, etc.) and/or technology tools to organize information and draw conclusions.I.CT.C4.A

  •  

    Standard S (Share:) Learners exchange information resources within and beyond their learning community by:

    1.  

      Learning Priority 1. Accessing and evaluating collaboratively constructed information sites.

      1. A

        With guidance, utilize collaboratively constructed information sites (ex: social bookmarking websites, blogs, wikis, etc) and discuss the accuracy of the information.I.CT.S1.A

    2.  

      Learning Priority 2. Contributing to collaboratively constructed information sites by ethically using and reproducing others’ work.

      1. A

        With guidance and support, follow copyright guidelines when contributing to projects and presentations collaboratively online.I.CT.S2.A

    3.  

      Learning Priority 3. Joining with others to compare and contrast information derived from collaboratively constructed information sites.

      1. A

        With guidance and support, note similarities and differences in information with an awareness of authority and accuracy from collaboratively constructed information sites.I.CT.S3.A

  •  

    Standard G (Grow:) Learners select and organize information for a variety of audiences by:

    1.  

      Learning Priority 1. Performing ongoing analysis of and reflection on the quality, usefulness, and accuracy of curated resources.

      1. A

        With guidance and support, use a rubric to evaluate selected resourcesI.CT.G1.A

    2.  

      Learning Priority 2. Integrating and depicting in a conceptual knowledge network their understanding gained from resources.

      1. A

        With support, choose a graphic organizer and create a visual to organize information learned from resources.I.CT.G2.A

    3.  

      Learning Priority 3. Openly communicating curation processes for others to use, interpret, and validate.

      1. A

        With guidance and support, explain the process and criteria for locating, evaluating, organizing, and implementing resources.I.CT.G3.A

Concept: Explore - Discover and innovate in a growth mindset developed through experience and reflection.

  •  

    Standard T (Think:) Learners construct new knowledge by:

    1.  

      Learning Priority 1. Reading widely and deeply in multiple formats and write and create for a variety of purposes.

      1. A

        With guidance and support, explore reading interests that satisfy personal curiosity by reading multiple genres and formats for recreation and information.I.EX.T1.A

      2. B

        With support, write or create products that express what you learn in your reading for a variety of purposes.I.EX.T1.B

    2.  

      Learning Priority 2. Reflecting and questioning assumptions and possible misconceptions.

      1. A

        With guidance and support, identify and reflect on prejudice, deception, and/or manipulation within information.I.EX.T2.A

    3.  

      Learning Priority 3. Engaging in inquiry-based processes for personal growth.

      1. A

        With guidance and support, participate in a personal inquiry process (Ex.: Super 3, Big 6, Guided Inquiry Design, Genius Hour, Passion Projects, etc.).I.EX.T3.A

  •  

    Standard C (Create:) Learners develop and satisfy personal curiosity by:

    1.  

      Learning Priority 1. Problem solving through cycles of design, implementation, and reflection.

      1. A

        With guidance and support, utilize a deliberate design process to solve an authentic problem (Ex.: Design Thinking, Engineering Design Process, “Imagine, Create, and Evaluate,” etc.).I.EX.C1.A

    2.  

      Learning Priority 2. Persisting through self-directed pursuits by tinkering and making.

      1. A

        With guidance and support, explore a variety of tools and materials to create new things and show resiliency through refinement.I.EX.C2.A

  •  

    Standard S (Share:) Learners engage with the learning community by:

    1.  

      Learning Priority 1. Expressing curiosity about a topic of personal interest or curricular relevance.

      1. A

        Independently identify topics that are interesting and ask related questions that display curiosity.I.EX.S1.A

    2.  

      Learning Priority 2. Co-constructing innovative means of investigation.

      1. A

        With support, participate in a group to plan and complete an inquiry using diverse methods of investigation.I.EX.S2.A

    3.  

      Learning Priority 3. Collaboratively identifying innovative solutions to a challenge or problem.

      1. A

        With support, brainstorm, predict, and test multiple, unique solutions to a problem within a group.I.EX.S3.A

  •  

    Standard G (Grow:) Learners develop through experience and reflection by:

    1.  

      Learning Priority 1. Iteratively responding to challenges.

      1. A

        With guidance and support, implement strategies for solving challenges and make modifications when confronted with an obstacle.I.EX.G1.A

    2.  

      Learning Priority 2. Recognizing capabilities and skills that can be developed, improved, and expanded.

      1. A

        With support, self-assess and identify skills for improvement.I.EX.G2.A

    3.  

      Learning Priority 3. Open-mindedly accepting feedback for positive and constructive growth.

      1. A

        With guidance and support, acknowledge that feedback is part of improving a product and/or process and identify what feedback will be accepted or rejected.I.EX.G3.A

Concept: Engage - Demonstrate safe, legal, and ethical creating and sharing of knowledge products independently while engaging in a community of practice and an interconnected world.

  •  

    Standard T (Think:) Learners follow ethical and legal guidelines for gathering and using information by:

    1.  

      Learning Priority 1. Responsibly applying information, technology, and media to learning.

      1. A

        With guidance and support, acknowledge the work of others by citing sources.I.EG.T1.A

      2. B

        With support, identify, select, and use the appropriate technology and media (print, digital, websites, reference, nonfiction text).I.EG.T1.B

    2.  

      Learning Priority 2. Understanding the ethical use of information, technology, and media.

      1. A

        With guidance and support, show understanding of rules for using information such as copyright, fair use, and trademark.I.EG.T2.A

    3.  

      Learning Priority 3. Evaluating information for accuracy, validity, social and cultural context, and appropriateness for need.

      1. A

        With support, evaluate the usefulness of a resource based on individual or academic need.I.EG.T3.A

      2. B

        With support, use additional sources to verify the accuracy of facts.I.EG.T3.B

  •  

    Standard C (Create:) Learners use valid information and reasoned conclusions to make ethical decisions in the creation of knowledge by:

    1.  

      Learning Priority 1. Ethically using and reproducing others’ work.

      1. A

        With guidance and support, acknowledge intellectual property by correctly citing or seeking permission to use, reproduce, and/or share.I.EG.C1.A

    2.  

      Learning Priority 2. Acknowledging authorship and demonstrating respect for the intellectual property of others.

      1. A

        With guidance and support, correctly cite or seek permission to use, reproduce, and/or share.I.EG.C2.A

    3.  

      Learning Priority 3. Including elements in personal-knowledge products that allow others to credit content appropriately.

      1. A

        With support, provide appropriate information following a simple bibliographic format on a product allowing others to credit original work.I.EG.C3.A

  •  

    Standard S (Share:) Learners responsibly, ethically, and legally share new information with a global community by:

    1.  

      Learning Priority 1. Sharing information resources in accordance with modification, reuse, and remix policies.

      1. A

        With guidance and support, recognize that reworking and remixing multiple sources into an original product still requires acknowledging the sources of information used.I.EG.S1.A

    2.  

      Learning Priority 2. Disseminating new knowledge through means appropriate for the intended audience.

      1. A

        With guidance and support, demonstrate new learning by sharing with the global community. (ex: art, music, movement, oral language, written language, poetry, podcasts, etc).I.EG.S2.A

  •  

    Standard G (Grow:) Learners engage with information to extend personal learning by:

    1.  

      Learning Priority 1. Personalizing their use of information and information technologies.

      1. A

        With support, choose multiple information sources that match interests and needs.I.EG.G1.A

    2.  

      Learning Priority 2. Reflecting on the process of ethical generation of knowledge.

      1. A

        With guidance and support, identify self-reflection techniques to the process of finding and incorporating information into a product.I.EG.G2.A

    3.  

      Learning Priority 3. Inspiring others to engage in safe, responsible, ethical, and legal information behaviors.

      1. A

        With guidance, identify ethical and legal use of information resources when working with a group and set a good example for others.I.EG.G3.A

Frequently asked questions

What grade levels do these standards cover?
Grade 3, Grade 4, and Grade 5
Where can I read the official document?
Kentucky Academic Standards for Library Media

Keep exploring

Keep exploring Library Media standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Kentucky Library Media sets

Library Media

Library Media in other jurisdictions

Library Media