Common Planner
K–12 Standards

Grades K-2

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. 1

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

      1. A

        With prompting and support, ask questions when reading and gathering information.P.IQ.T1.A

    2. 2

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

      1. A

        With prompting and support, share prior knowledge to connect new information to previous learning.

  •  

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

    1. 1

      Learning Priority 1. Using evidence to investigate questions.

      1. A

        With prompting and support, utilize resources to investigate questions and draw conclusions.P.IQ.C1.A

    2. 2

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

      1. A

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

    3. 3

      Learning Priority 3. Generating products that illustrate learning.

      1. A

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

  •  

    Standard S (Share:) Learners adapt, communicate, and exchange learning products with others in a cycle that includes: 

    1. 1

      Learning Priority 1. Interacting with content presented by others.

      1. A

        With support, respectfully listen, view, and respond to the content presented by others.P.IQ.S1.A

    2. 2

      Learning Priority 2. Providing constructive feedback.

      1. A

        With guidance and support, encourage others by promoting the strengths of a product and identify examples for improvement by using appropriate tone and language. P.IQ.S2.A

    3. 3

      Learning Priority 3. Acting on feedback to improve.

      1. A

        With guidance and support, reflect on feedback, and improve the product.P.IQ.S3.A

    4. 4

      Learning Priority 4. Sharing products with an authentic audience. 

      1. A

        With guidance and support, present published or completed learning products to an authentic audience beyond the classroom.P.IQ.S4.A

  •  

    Standard G (Grow:) Learners participate in an ongoing inquiry-based process by:

    1. 1

      Learning Priority 1. Continually seeking knowledge.

      1. A

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

    2. 2

      Engaging in sustained inquiry.

      1. A

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

    3. 3

      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.P.IQ.G3.A

    4. 4

      Learning Priority 4. Using reflection to guide informed decisions.

      1. A

        With guidance and support, identify strategies to make decisions.P.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. 1

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

      1. A

        With guidance and support, listen respectfully, participate in discussion, and recognize the contribution of others.P.IN.T1.A

    2. 2

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

      1. A

        With prompting and support, distinguish fact from opinion within an information source.P.IN.T2.A

      2. B

        With guidance and support, demonstrate an understanding that all writing has a point of view.P.IN.T2.B

    3. 3

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

      1. A

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

  •  

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

    1. 1

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

      1. A

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

    2. 2

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

      1. A

        With guidance and support, understand that considering others’ ideas can lead to new or deeper knowledge.P.IN.C2.A

  •  

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

    1. 1

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

      1. A

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

    2. 2

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

      1. A

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

  •  

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

    1. 1

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

      1. A

        With guidance and support, interact with a variety of peers, experts, community members, and others.P.IN.G1.A

    2. 2

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

      1. A

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

    3. 3

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

      1. A

        With guidance and support, self-reflect on how one fits into the local, state, national, and international community.P.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. 1

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

      1. A

        With assistance, collaboratively ask questions of others to recognize different points of view.P.CL.T1.A

    2. 2

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

      1. A

        With prompting, guidance, and support, use others’ ideas to create new understandings.P.CL.T2.A

    3. 3

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

      1. A

        With prompting, guidance, and support, interact with others to make decisions and/or solve problems.P.CL.T3.A

  •  

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

    1. 1

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

      1. A

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

    2. 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.P.CL.C2.A

  •  

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

    1. 1

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

      1. A

        With guidance, solicit and listen respectfully to the ideas and opinions of others without interrupting.P.CL.S1.A

    2. 2

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

      1. A

        With prompting and support recognize other perspectives in the inquiry process when solving problems.P.CL.S2.A

  •  

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

    1. 1

      Learning Priority 1. Actively contribute to group discussions.

      1. A

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

    2. 2

      Learning Priority 2. Recognizing learning as a social responsibility.

      1. A

        With guidance and support, recognize your ability to contribute to learning in a group.P.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. 1

      Learning Priority 1. Determining the need to gather information.

      1. A

        With guidance and support, recognize the need for information by defining the topic.P.CT.T1.A

    2. 2

      Learning Priority 2. Identifying possible sources of information.

      1. A

        With guidance and support, recognize that information can come from human, print, and electronic resources.P.CT.T2.A

    3. 3

      Learning Priority 3. Make critical choices about information.

      1. A

        With guidance and support, recognize appropriate resources for an information need.P.CT.T3.A

  •  

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

    1. 1

      Learning Priority 1. Seeking a variety of sources.

      1. A

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

    2. 2

      Learning Priority 2. Collecting information representing diverse perspectives.

      1. A

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

    3. 3

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

      1. A

        With guidance and support, question the accuracy of each source. P.CT.C3.A

    4. 4

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

      1. A

        With prompting and support, use appropriate organizational patterns (chronological order, compare/contrast, problem/solution, etc.) and/or technology tools to organize information and draw conclusions.P.CT.C4.A

  •  

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

    1. 1

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

      1. A

        With guidance and support, utilize a collaboratively constructed information site (ex: social bookmarking websites, blogs, wikis, etc) and explain why it is useful.P.CT.S1.A

    2. 2

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

      1. A

        With guidance and support, identify the importance of giving credit when sharing the ideas of others collaboratively online. P.CT.S2.A

    3. 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 from a collaboratively constructed information site.P.CT.S3.A

  •  

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

    1. 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 resources.P.CT.G1.A

    2. 2

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

      1. A

        With guidance and support, complete a graphic organizer to organize information learned from resources.P.CT.G2.A

    3. 3

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

      1. A

        With guidance and support, outline the process taken to gather information resources.P.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. 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, discover reading interests that satisfy personal curiosity by reading multiple genres and formats.P.EX.T1.A

      2. B

        With guidance and support, write or create a product that expresses what you learn in your reading.P.EX.T1.B

    2. 2

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

      1. A

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

    3. 3

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

      1. A

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

  •  

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

    1. 1

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

      1. A

        With prompting and support, explore a deliberate design process (Ex.: Design Thinking, Engineering Design Process, “Imagine, Create, and Evaluate,” etc.).P.EX.C1.A

    2. 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.P.EX.C2.A

  •  

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

    1. 1

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

      1. A

        With guidance and support, identify topics that are interesting and ask related questions that display curiosity.P.EX.S1.A

    2. 2

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

      1. A

        With guidance and support, participate in a group to plan and complete an inquiry using a given method of investigation.P.EX.S2.A

    3. 3

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

      1. A

        With guidance and support, brainstorm multiple solutions to a problem and predict the best solution within a group.P.EX.S3.A

  •  

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

    1. 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. P.EX.G1.A

    2. 2

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

      1. A

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

    3. 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 or process.P.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. 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.P.EG.T1.A

      2. B

        With guidance and support, identify the appropriate use of technology and media (print, digital, websites, reference, nonfiction text) to extract information.P.EG.T1.B

    2. 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.P.EG.T2.A

    3. 3

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

      1. A

        With guidance and support, evaluate the usefulness of a resource based on individual or academic needs.P.EG.T3.A

      2. B

        With guidance and support, use additional sources to verify facts. P.EG.T3.B

  •  

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

    1. 1

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

      1. A

        With guidance and support identify intellectual property by paraphrasing information and giving credit for sources used. P.EG.C1.A

    2. 2

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

      1. A

        With guidance and support identify intellectual property by giving credit for sources used.P.EG.C2.A

    3. 3

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

      1. A

        With guidance and support, provide appropriate information so that others can credit original work.P.EG.C3.A

  •  

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

    1. 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.P.EG.S1.A

    2. 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)P.EG.S2.A

  •  

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

    1. 1

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

      1. A

        With guidance and support, choose an information source that matches interests and needs.P.EG.G1.A

    2. 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.P.EG.G2.A

    3. 3

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

      1. A

        With guidance and support, identify the ethical and legal use of information resources and set a good example for others.P.EG.G3.A

Frequently asked questions

What grade levels do these standards cover?
Kindergarten, Grade 1, and Grade 2
Where can I read the official document?
Kentucky Academic Standards for Library Media

Keep exploring

Keep exploring Library Media standards

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