Intensive Reading 4 (#1000418) 


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Course Standards

For 12th grade reading standards, teachers may need to go to the benchmark of an earlier grade as a scaffold where a student has not yet reached mastery. 
Name Description
ELA.12.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives and convey universal themes.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.

Standard Relation to Course: Major

ELA.12.C.1.3: Write arguments to support claims based on an in-depth analysis of topics or texts using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Clarification 2: These written works will take longer and are meant to reflect thorough research and analysis.

Standard Relation to Course: Major

ELA.12.C.1.4: Write an in-depth analysis of complex texts using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject.
Clarifications:
Clarification 1: See Writing Types.

Standard Relation to Course: Major

ELA.12.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style.
ELA.12.C.2.1: Present information orally, with a logical organization, coherent focus, and credible evidence while employing effective rhetorical devices where appropriate.
Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: appropriate volume, pronunciation, and pacing. Students will be using rhetorical devices as introduced in the 11th grade benchmark. Added to this grade level is a responsiveness to the needs of the audience and adapting to audience response. Students will read the nonverbal cues of the audience to do this. Students first learned nonverbal cues in elementary for this benchmark.

Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

Standard Relation to Course: Major

ELA.12.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: See Convention Progression by Grade Level for more information.

Standard Relation to Course: Major

ELA.12.R.1.1: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the text.
Clarifications:
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone.

Clarification 2: For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I.A. Richards:
Layer 1) the literal level, what the words actually mean
Layer 2) mood, those feelings that are evoked in the reader
Layer 3) tone, the author’s attitude
Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred)

Clarification 3: Style is the way in which the writer uses techniques for effect. It is distinct from meaning, but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.

Clarification 4: Functional significance refers to the role each element plays in creating meaning or effect for the reader.

Standard Relation to Course: Major

ELA.12.R.1.2: Analyze two or more themes and evaluate their development throughout a literary text.
Clarifications:
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message.

Standard Relation to Course: Major

ELA.12.R.1.3: Evaluate the development of character perspective, including conflicting perspectives.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.

Standard Relation to Course: Major

ELA.12.R.1.4: Evaluate works of major poets in their historical context.
Clarifications:
Sample poets for this benchmark include:
  • Emily Dickinson
  • Langston Hughes
  • Robert Frost
  • Phillis Wheatley
  • Edna St. Vincent Millay
  • Countee Cullen
  • Robert Burns
  • Percy Bysshe Shelley 
Clarification 1: A poet’s historical context is the period in which the writing occurred, not when it was discovered or became resurgent.

Clarification 2: Evaluation of a poet in context may include similarity to or differences from the work of contemporaries and the literary period, critical reception at the time, and scope of work. 

Clarification 3: For more information, see Literary Periods. 

Standard Relation to Course: Major

ELA.12.R.2.1: Evaluate the structure(s) and features in texts, identifying how the author could make the text(s) more effective.
Clarifications:
Clarification 1: Students will evaluate the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence.

Clarification 2: Students will evaluate the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendix.

Standard Relation to Course: Major

ELA.12.R.2.2: Evaluate how an author develops the central idea(s), identifying how the author could make the support more effective.

Standard Relation to Course: Major

ELA.12.R.2.3: Evaluate an author’s choices in establishing and achieving purpose(s).

Standard Relation to Course: Major

ELA.12.R.2.4: Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric.
Clarifications:
Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning.

Clarification 2: See Rhetorical Appeals and Rhetorical Devices.

Clarification 3: Validity refers to the soundness of the arguments.

Standard Relation to Course: Major

ELA.12.R.3.1: Evaluate an author’s use of figurative language.
Clarifications:
Clarification 1: Figurative language use that students will evaluate are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.

Clarification 2: See Secondary Figurative Language.

Standard Relation to Course: Major

ELA.12.R.3.2: Paraphrase content from grade-level texts.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.

Standard Relation to Course: Major

ELA.12.R.3.3: Analyze the influence of classic literature on contemporary world texts.
Clarifications:
Clarification 1: Classic literature for this benchmark should be drawn from and representative of the following periods: 
  • Classical Period (1200 BCE–455 CE)
  • Medieval Period (455 CE–1485 CE) 
  • Renaissance Period (1300–1600)
  • Restoration and 18th Century (1660–1790) British Literature  
  • Colonial and Early National Period (1600–1830) American Literature 
  • Romantic Period (1790–1870)
  • Realism and Naturalism Period (1870–1930)
  • Modernist Period (1910–1945)
Clarification 2: Contemporary world texts are those written after World War II that, through quality of form and expression, convey ideas of permanent or universal interest. 

Standard Relation to Course: Major

ELA.12.R.3.4: Evaluate rhetorical choices across multiple texts.
Clarifications:
Clarification 1: Students will evaluate the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for all four appeals; kairos was added in 11th grade. This differs from the 11th grade benchmark in that it is comparing the effectiveness of multiple texts.

Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 11.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, asyndeton, and chiasmus.

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Standard Relation to Course: Major

ELA.12.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Standard Relation to Course: Major

ELA.12.V.1.2: Apply knowledge of etymology, derivations, and commonly used foreign phrases to determine meanings of words and phrases in grade-level content.
Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over time.

Clarification 2: Derivation refers to making new words from an existing word by adding affixes. 

Clarification 3: See Foreign Words and Phrases for a list of commonly used foreign phrases.

Standard Relation to Course: Major

ELA.12.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarifications:
Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary.

Clarification 2: See Context Clues and Word Relationships.

Clarification 3: See ELA.12.R.3.1 and Secondary Figurative Language.

Standard Relation to Course: Major

ELA.612.F.2.1: Demonstrate an understanding of spoken words, syllables, and sounds.
  1. Orally produce single-syllable and multisyllabic words by accurately blending sounds.
  2. Accurately segment single-syllable and multisyllabic words. 
Clarifications:
Clarification 1: Phonological awareness only refers to what can be done orally at both the sound and syllabic level. This includes isolating sounds, blending sounds, and orally segmenting words based on syllables. It does not involve print or letter knowledge. 
  1. Orally combine c-a-t to make cat/ orally combine trou-ser to make trouser. 
  2. Orally break cat into c-a-t/ orally break trouser into trou-ser.

Standard Relation to Course: Major

ELA.612.F.2.2: Know and apply phonics and word analysis skills in decoding words.
  1. Use an array of strategies to decode single-syllable and multisyllabic words.
  2. Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.
Clarifications:
Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Since morphemes represent the smallest unit of language with meaning, morphology refers to the skill of recognizing morphemes as a unit when decoding and determining meaning.

Standard Relation to Course: Major

ELA.612.F.2.3: Know and apply phonics and word analysis skills in encoding words.
  1. Use an array of strategies to accurately encode single-syllable and multisyllabic words. 
Clarifications:
Clarification 1: Encoding refers to using the written word in order to communicate. It combines the skills of phonological awareness, phonics, and morphology to move from the oral to the written word. 
  1. The process of encoding sounds through letters (s, r), consonant blends (sh, sk), digraphs (ay, ew), or trigraphs (sch, thr) using conventional spelling patterns to form words.
  2. The process of adding single units of sound with meaning to existing word parts to encode a given word. 

Standard Relation to Course: Major

ELA.612.F.2.4: Read grade-level texts, at the student’s ability level, with accuracy, automaticity, and prosody or expression using the student’s mode of communication.
Clarifications:
Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. The chart stops at 6th grade because it represents sufficient automaticity for proficient reading. For secondary students receiving reading interventions, teachers should use the 6th grade norms as a goal.

Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody.

Clarification 3: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

Standard Relation to Course: Major

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
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.

Standard Relation to Course: Supporting

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.

Standard Relation to Course: Supporting

ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
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.

Standard Relation to Course: Supporting

ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
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.

Standard Relation to Course: Supporting

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
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.

Standard Relation to Course: Supporting

ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
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.

Standard Relation to Course: Supporting

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.

 

Clarifications:
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.
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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. 
Clarifications:
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.
ELD.K12.ELL.LA.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.

Standard Relation to Course: Supporting

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.

Standard Relation to Course: Supporting




General Course Information and Notes

VERSION DESCRIPTION

This course is designed for 12th grade students reading below grade level. The course includes foundational skill standards to be used until a student has mastered the standard. 

Teachers will use the listed standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data. 

Effective implementation requires the support to be matched to student need and is provided by the most experienced, and/or specialized expert. Instruction is individualized and targeted to the skills that pose the greatest barrier to learning and is characterized by the greatest number of minutes of instruction with the narrowest focus for an individual or a very small group of students. Individualized diagnostic data, as well as instructional time, are in addition to those provided in core instruction. Formative assessments occur more frequently and focus on the learning barriers to success and are based on intensity of needs. The larger the gap, the more frequent the progress monitoring. The expected outcome is for the student to achieve grade-level proficiency.


General Notes

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
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.

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 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/la.pdf


VERSION REQUIREMENTS

Interventions must be evidence-based and correspond to either the district K-12 Evidence-based Comprehensive Reading plan or the reading plan within a school's charter.


General Information

Course Number: 1000418 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: English/Language Arts > SubSubject: Remedial >
Abbreviated Title: INTENS READ 4
Number of Credits: One (1) credit
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Type: Elective Course Course Level: 2
Course Status: State Board Approved
Grade Level(s): 12
Graduation Requirement: Electives



Educator Certifications

Reading (Elementary and Secondary Grades K-12)
English (Grades 6-12)
English (Grades 6-12) Plus Reading Endorsement
Classical Education - Restricted (Elementary and Secondary Grades K-12)

Section 1012.55(5), F.S., authorizes the issuance of a classical education teaching certificate, upon the request of a classical school, to any applicant who fulfills the requirements of s. 1012.56(2)(a)-(f) and (11), F.S., and Rule 6A-4.004, F.A.C. Classical schools must meet the requirements outlined in s. 1012.55(5), F.S., and be listed in the FLDOE Master School ID database, to request a restricted classical education teaching certificate on behalf of an applicant.



Qualifications

As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Any field when certification reflects a bachelor or higher degree plus Reading Endorsement.

THE READING ENDORSEMENT IS A REQUIREMENT FOR TEACHERS PROVIDING TIER 3 INSTRUCTION. 
"INTENSIVE READING INTERVENTIONS (TIER 3) MUST BE DELIVERED BY INSTRUCTIONAL PERSONNEL WHO POSSESS A LITERACY MICRO-CREDENTIAL OR ARE CERTIFIED OR ENDORSED IN READING. INSTRUCTIONAL PERSONNEL WHO POSSESS A LITERACY MICRO-CREDENTIAL AND ARE DELIVERING INTENSIVE READING INTERVENTIONS (TIER 3) MUST BE SUPERVISED BY AN INDIVIDUAL CERTIFIED OR ENDORSED IN READING."


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