|WL.K12.AL.1.4:|| Demonstrate understanding of information obtained from authentic sources such as TV, radio, interviews, podcasts and videos in order to function for personal needs within the target culture. |
|WL.K12.AL.1.5:|| Identify the main idea and supporting details from discussions and interviews on unfamiliar topics. |
|WL.K12.AL.1.6:|| Follow technical instructions for familiar products and services. |
|WL.K12.AL.2.4:|| Demonstrate understanding of main idea and supporting details from different types of texts that contain high- frequency idioms. |
|WL.K12.AL.3.8:|| Collaborate to develop and propose solutions to problems. |
|WL.K12.AL.4.4:|| Communicate ideas on a variety of topics with accuracy, clarity, and precision. |
|WL.K12.AL.4.5:|| Make formal presentations about literary selections demonstrating appropriate language choice, body language, eye contact, and use of gestures. |
|WL.K12.AL.4.6:|| Provide information on academic and job related topics with clarity and detail. |
|WL.K12.AL.5.5:|| Write using different time frames and appropriate mood. |
|WL.K12.AL.5.6:|| Write using style, language, and tone appropriate to the audience and purpose of the presentation. |
|WL.K12.AL.5.7:|| Write in a variety of forms including narratives (fiction, autobiography) with clarity and details. |
|WL.K12.AL.6.3:|| Analyze the contributions of diverse groups within the target culture(s) made by scientists, mathematicians, writers, political leaders, migrants, immigrants, athletes). |
|WL.K12.AL.6.4:|| Discuss products from the target culture(s) (e.g., food, shelter, clothing, transportation, music, art, dance, sports and recreation, language, customs, traditions, literature). |
|WL.K12.AL.8.3:|| Develop an appreciation for cultural differences by comparing and contrasting patterns of behavior or interaction in various cultural settings including student’s own. |
|WL.K12.AL.9.2:|| Create and present activities- in the target language- (i.e., drama, poetry, art, music) through a variety of media where communication is extended outside the classroom. |
|WL.K12.AM.1.1:|| Demonstrate understanding of factual information about common everyday or job-related topics. |
|WL.K12.AM.1.2:|| Demonstrate understanding of presentations where different accents and lexical variations are used. |
|WL.K12.AM.1.3:|| Demonstrate understanding of presentations even when idiomatic, technical, or slang expressions are used. |
|WL.K12.AM.1.4:|| Demonstrate understanding of the underlying meaning of culturally authentic expressions as presented through a variety of media. |
|WL.K12.AM.1.5:|| Demonstrate understanding of different points of view in a discussion. |
|WL.K12.AM.1.6:|| Follow complex technical instructions and specifications in real life settings. |
|WL.K12.AM.2.1:|| Demonstrate understanding of long, complex texts and recognize different literary and technical styles from a variety of culturally authentic sources. |
|WL.K12.AM.2.2:|| Demonstrate understanding of different points of view presented through a variety of literary works. |
|WL.K12.AM.2.4:|| Demonstrate understanding of idioms and idiomatic expressions, and infer meaning of unfamiliar words used in context. |
|WL.K12.AM.3.1:|| Express self with fluency and flexibility on a range of familiar and unfamiliar topics, including concrete social, academic, and professional topics. |
|WL.K12.AM.3.5:|| Exchange and develop information about personal and academic tasks. |
|WL.K12.AM.3.7:|| Exchange general information on a variety of topics outside fields of interest. |
|WL.K12.AM.4.1:|| Deliver an articulated presentation on personal, academic, or professional topics. |
|WL.K12.AM.4.2:|| Describe, with ease and detail, topics related to home, school, work, leisure activities, and personal interests. |
|WL.K12.AM.4.3:|| Narrate, with ease and detail, events of current, public, or personal interest. |
|WL.K12.AM.4.4:|| Prepare and deliver presentations based on inquiry or research. |
|WL.K12.AM.4.5:|| Narrate a story and describe reactions with clarity and detail. |
|WL.K12.AM.4.6:|| Synthesize and summarize information gathered from various authentic sources when speaking to diverse groups. |
|WL.K12.AM.5.1:|| Write detailed texts on a broad variety of concrete social and professional topics and apply appropriate strategies to evaluate a final product. |
|WL.K12.AM.5.2:|| Produce detailed texts on a broad variety of concrete and professional topics that have been revised and edited with peer input. |
|WL.K12.AM.5.3:|| Adapt writing to a variety of audiences, such as editorial readers, professionals, and the general public. |
|WL.K12.AM.5.4:|| Incorporate, with accuracy, idioms and culturally authentic expressions in writing. |
|WL.K12.AM.5.5:|| Write with clarity following consistent control of time frames and mood. |
|WL.K12.AM.5.6:|| Produce a persuasive essay and sustain and justify opinions and arguments in writing. |
|WL.K12.AM.5.7:|| Incorporate figurative language, emotions, gestures, rhythm, and appropriate format into a literary original piece. |
|WL.K12.AM.6.1:|| Evaluate practices and perspectives (such as patterns of behavior, values, attitudes, beliefs, or viewpoints) typical of the target culture(s). |
|WL.K12.AM.6.2:|| Use background knowledge and think critically in order to function successfully within the target culture to meet personal, professional, and academic needs. |
|WL.K12.AM.6.3:|| Evaluate the effects of the target culture’s contributions on other societies. |
|WL.K12.AM.6.4:|| Research diverse cultural products among groups in other societies (e.g., celebrations, literature, architecture, music, dance, theater, political systems, economic systems, number systems, social systems, belief systems). |
|WL.K12.AM.7.1:|| Analyze, reinforce, and further knowledge of other disciplines through the target language. |
|WL.K12.AM.7.2:|| Analyze within an unfamiliar context, information from other disciplines to reinforce previous knowledge and acquire new content area knowledge. |
|WL.K12.AM.8.1:|| Describe cultural perspectives as reflected in a variety of literary genres and compare and contrast to own culture. |
|WL.K12.AM.8.3:|| Conduct research on works produced by native speakers of the target language (e.g., writers, journalists, artists, media persons) to determine cultural impact on our own language and culture. |
|WL.K12.AM.9.1:|| Use knowledge acquired in the target language to access information on careers and employment opportunities. |
|WL.K12.AM.9.2:|| Engage in opportunities to increase awareness of careers for which skills in another language and cross-cultural understandings are needed by accessing information through different media. |
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.
2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.
4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor.
6-8 Students continue with previous skills and use a style guide to create a proper citation.
9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page.
Students will use the terms and apply them in 2nd grade and beyond.
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
In kindergarten, students learn to listen to one another respectfully.
In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.
In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |
Latin 4 expands the skills acquired by students in Latin 3. Specific content includes, but is not limited to, expansion of vocabulary and translation skills through comprehension of selected readings. Vocabulary and grammar stress activities which are important to authors such as Caesar, Cicero, Plautus, Ovid, Catullus, Horace, Pliny, Sallust, Juvenal and Vergil. In presentational speaking, Latin students will present projects and reports of the research they have done about the culture, arts, history, politics, literature and mythology of the target language in English. For presentational writing, students will write essays of literary criticism to prepare for those expected in Advanced Placement and college classes.
Special Note: Latin students will focus more on reading and interpreting written passages rather than using oral modes of communication.
Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor. Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted. Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) StandardsEnglish Language Development ELD Standards Special Notes Section:
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf