These reading literature standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each succeeding year’s grade-specific writing standards and retain or further develop skills and understandings mastered in preceding grades.
Speaking and Listening
The following speaking and listening standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of communication skills and applications.
The following language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of language skills and applications. Students advancing through the grades are expected to meet each succeeding year’s grade-specific benchmarks and retain or further develop skills and understandings mastered in preceding grades. The following standards may be addressed again in higher grades at a more rigorous level of study: LAFS.7.L.1.1c, LAFS.L.2.3a
The following Florida Standards for Mathematical Practices are applicable to all content areas.
- Make sense of problems and persevere in solving them. (MP 1)
- Construct viable arguments and critique the reasoning of others. (MP 3)
- Attend to precision. (MP 6)
|LAFS.7.L.1.1:|| Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
|LAFS.7.L.1.2:|| Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
|LAFS.7.L.2.3:|| Use knowledge of language and its conventions when writing, speaking, reading, or listening.
|LAFS.7.L.3.4:|| Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
|LAFS.7.L.3.5:|| Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
|LAFS.7.L.3.6:||Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.|
|LAFS.7.RI.1.1:||Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|LAFS.7.RI.1.2:||Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.|
|LAFS.7.RI.1.3:||Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).|
|LAFS.7.RI.2.4:||Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.|
|LAFS.7.RI.2.5:||Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.|
|LAFS.7.RI.2.6:||Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.|
|LAFS.7.RI.3.7:||Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).|
|LAFS.7.RI.3.8:||Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.|
|LAFS.7.RI.3.9:||Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.|
|LAFS.7.RI.4.10:||By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.|
|LAFS.7.RL.1.1:||Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.|
|LAFS.7.RL.1.2:||Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.|
|LAFS.7.RL.1.3:||Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).|
|LAFS.7.RL.2.4:||Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.|
|LAFS.7.RL.2.5:||Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.|
|LAFS.7.RL.2.6:||Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.|
|LAFS.7.RL.3.7:||Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).|
|LAFS.7.RL.3.9:||Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.|
|LAFS.7.RL.4.10:||By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.|
|LAFS.7.SL.1.1:|| Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
|LAFS.7.SL.1.2:||Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.|
|LAFS.7.SL.1.3:||Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.|
|LAFS.7.SL.2.4:||Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.|
|LAFS.7.SL.2.5:||Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.|
|LAFS.7.SL.2.6:||Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.|
|LAFS.7.W.1.1:|| Write arguments to support claims with clear reasons and relevant evidence.
|LAFS.7.W.1.2:|| Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
|LAFS.7.W.1.3:|| Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
|LAFS.7.W.2.4:||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|LAFS.7.W.2.5:||With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.|
|LAFS.7.W.2.6:||Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.|
|LAFS.7.W.3.7:||Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.|
|LAFS.7.W.3.8:||Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.|
|LAFS.7.W.3.9:|| Draw evidence from literary or informational texts to support analysis, reflection, and research.
|LAFS.7.W.4.10:||Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.|
|HE.7.B.3.3:|| Compare a variety of technologies to gather health information.|
WebMD vs. Wikipedia, home blood pressure/thermometer vs. physician’s office equipment, and mobile diagnostic imaging vs. hospital MRI.
|HE.7.B.4.1:|| Apply effective communication skills when interacting with others to enhance health.|
Clear and concise words, nonverbal language, discussion, "I" messages, and assertive vs. passive or aggressive communication.
|HE.7.B.4.2:|| Demonstrate refusal, negotiation, and collaboration skills to enhance health and reduce health risks.|
Working together, compromise, direct statement, peer mediation, personal boundaries, and reflective listening.
|HE.7.B.4.3:|| Articulate the possible causes of conflict among youth in schools and communities.|
Ethnic prejudice and diversity, substance use, group dynamics, relationship issues/dating violence, gossip/rumors, and sexual identity.
|HE.7.B.4.4:|| Demonstrate how to ask for assistance to enhance the health of self and others.|
“I” messages, ask on behalf of a friend, written request, riding in a vehicle with someone who is intoxicated, and bullying.
|HE.7.B.5.1:|| Predict when health-related situations require the application of a thoughtful decision-making process.|
Prescription drug use/abuse, riding in a vehicle with an underage driver, selecting nutritious foods, mental-health issues, determining whether a relationship is healthy, sexual activity/abstinence, and cheating.
|HE.7.C.1.2:|| Explain how physical, mental/emotional, social, and intellectual dimensions of health are interrelated.|
Stress/exams, self-esteem/body weight, emotional stress/illness, and interpersonal relationships/peer refusal.
|HE.7.C.2.5:|| Analyze how messages from media influence health behaviors.|
Sports figures promoting fast food, provocative images in film/print advertisements; coolness/appeal of smoking; and dangerous, life- threatening stunts.
|ELD.K12.ELL.LA.1:||English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
|SS.7.C.2.11:|| Analyze media and political communications (bias, symbolism, propaganda).|
This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 44-45. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
|SS.7.C.2.13:|| Examine multiple perspectives on public and current issues.|
This benchmark is annually evaluated on the Civics End-of-Course Assessment. For more information on how this benchmark is evaluated view the Civics End-of-Course Assessment Test Item Specifications pages 48-49. Additional resources may be found on the FLDOE End-of-Course (EOC) Assessments webpage and the FLDOE Social Studies webpage.
General Course Information and Notes
VERSION DESCRIPTIONThe purpose of this course is to enable students who are native speakers of languages other than English to develop proficient listening, speaking, reading, and writing skills in the English language. Emphasis will be on acquisition of integrated English communication skills in a wide range of content and activities using texts of high complexity to ensure college and career preparation and readiness.
The content should include, but not be limited to, the following:
- active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
- analysis of literature and informational texts from varied literary periods to examine:
- text craft and structure
- elements of literature
- arguments and claims supported by textual evidence
- power and impact of language
- influence of history, culture, and setting on language
- personal critical and aesthetic response
- writing for varied purposes
- developing and supporting argumentative claims
- crafting coherent, supported informative/expository texts
- responding to literature for personal and analytical purposes
- writing narratives to develop real or imagined events
- writing to sources using text- based evidence and reasoning
- effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions.
- collaboration amongst peers
Instructional Practices: Teaching from well-written, grade-level instructional materials enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any purpose. Using the following instructional practices also helps student learning.
- Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- Providing extensive text-based research and writing opportunities (claims and evidence).
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. 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 standards 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/la.pdf.
As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:
Any World Language certification plus English Speakers of Other Languages (ESOL) Endorsement.
|Course Number: 1002010||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: English/Language Arts > SubSubject: English for Speakers of Other Languages >
|Abbreviated Title: M/J LANG ARTS 2 ESOL|
|Course Type: Core Academic Course||Course Level: 2|
|Course Status: Course Approved|
|Grade Level(s): 7|