Developmental Language Arts Through ESOL (Reading) (#1002381) 


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Course Standards
Name Description
ELA.10.C.1.2: Write narratives using an appropriate pace to create tension, mood, and/or tone.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.

Standard Relation to Course: Major

ELA.10.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and maintaining a formal and objective tone.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Clarification 2: The tone should be both formal and objective, relying more on argument and rhetorical appeals rather than on propaganda techniques. Use narrative techniques to strengthen writing where appropriate.

Standard Relation to Course: Major

ELA.10.C.1.4: Write expository texts to explain and analyze information from multiple sources, using a logical organization, purposeful transitions, and a tone and voice appropriate to the task.
Clarifications:
Clarification 1: See Writing Types.

Standard Relation to Course: Major

ELA.10.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to address the needs of a specific audience.

Standard Relation to Course: Major

ELA.10.C.2.1: Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.
Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing. A clear perspective is the through-line that unites the elements of the presentation.

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

Standard Relation to Course: Major

ELA.10.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:
  • Add variety to writing or presentations by using parallel structure and various types of phrases and clauses. 
Skills to be implemented but not yet mastered are as follows:
  • Use knowledge of usage rules to create flow in writing and presenting. 
Clarification 2: See Convention Progression by Grade Level for more information. 

Standard Relation to Course: Major

ELA.10.C.5.2: Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience, integrating multimedia elements.

Standard Relation to Course: Major

ELA.10.R.1.1: Analyze how key elements enhance or add layers of meaning and/or style in a literary 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.

Standard Relation to Course: Major

ELA.10.R.1.2: Analyze and compare universal themes and their development throughout a literary text.
Clarifications:
Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

Standard Relation to Course: Major

ELA.10.R.1.3: Analyze coming of age experiences reflected in a text and how the author represents conflicting perspectives.
Clarifications:
Clarification 1: For more information, see Literary Periods.

Standard Relation to Course: Major

ELA.10.R.1.4: Analyze how authors create multiple layers of meaning and/or ambiguity in a poem.
Clarifications:
Clarification 1: For more information, see Literary Periods.

Standard Relation to Course: Major

ELA.10.R.2.1: Analyze the impact of multiple text structures and the use of features in text(s).
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.10.R.2.2: Analyze the central idea(s) of historical American speeches and essays.

Standard Relation to Course: Major

ELA.10.R.2.3: Analyze an author’s choices in establishing and achieving purpose(s) in historical American speeches and essays.
Clarifications:
Clarification 1: In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.

Clarification 2: See Rhetorical Appeals and Rhetorical Devices.

Standard Relation to Course: Major

ELA.10.R.2.4: Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims, and analyzing the ways in which the authors use the same information to achieve different ends.
Clarifications:
Clarification 1: Validity refers to the soundness of the arguments.

Standard Relation to Course: Major

ELA.10.R.3.1: Analyze how figurative language creates mood in text(s).
Clarifications:
Clarification 1: Figurative language use that students will analyze 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.10.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.10.R.3.3: Analyze how mythical, classical, or religious texts have been adapted.
Clarifications:
Clarification 1: The classical source texts for this benchmark should be from ancient Greece or Rome’s Classical period (1200 BCE–455 CE). Mythical texts for this benchmark can be from any civilization’s early history. Religious texts for this benchmark include works such as the Bible.

Standard Relation to Course: Major

ELA.10.R.3.4: Analyze an author’s use of rhetoric in a text.
Clarifications:
Clarification 1: Students will analyze the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.

Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 10.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, and asyndeton.

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Standard Relation to Course: Major

ELA.10.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.10.V.1.2: Apply knowledge of etymology and derivations 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.

Standard Relation to Course: Major

ELA.10.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.10.R.3.1 and Secondary Figurative Language.

Standard Relation to Course: Major

ELA.11.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.

Standard Relation to Course: Major

ELA.11.C.1.3: Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
Clarification 2: Appropriate tone is expected to continue from 9th and 10th. Use narrative techniques to strengthen argument writing where appropriate.
Clarification 3: These written works will take longer and are meant to reflect thorough research and analysis.

Standard Relation to Course: Major

ELA.11.C.1.4: Write an analysis of complex texts using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject.
Clarifications:
Clarification 1: See Writing Types.

Standard Relation to Course: Major

ELA.11.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style.

Standard Relation to Course: Major

ELA.11.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. This benchmark introduces rhetorical devices to the benchmark, building on what students have learned in R.3.2 and giving them a chance to apply it.

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

Standard Relation to Course: Major

ELA.11.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:
  • Use knowledge of usage rules to create flow in writing and presenting. 
Clarification 2: See Convention Progression by Grade Level for more information. 

Standard Relation to Course: Major

ELA.11.C.5.2: Create and export quality writing tailored to a specific audience, integrating multimedia elements, publishing to an online or LAN site.

Standard Relation to Course: Major

ELA.11.R.1.1: Evaluate how key elements enhance or add layers of meaning and/or style in a literary 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.

Standard Relation to Course: Major

ELA.11.R.1.2: Track and analyze universal themes in literary texts from different times and places.
Clarifications:
Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

Standard Relation to Course: Major

ELA.11.R.1.3: Analyze the author’s choices in using juxtaposition to define character perspective.
Clarifications:
Clarification 1: Juxtaposition is the technique of putting two or more elements side by side to invite comparison or contrast.

Clarification 2: The term perspective means “a particular attitude toward or way of regarding something.”

Standard Relation to Course: Major

ELA.11.R.1.4: Analyze ways in which poetry reflects themes and issues of its time period.
Clarifications:
Clarification 1: Poetry for this benchmark should be selected from one of the following literary periods. 
  • Classical Period (1200 BCE–455 CE) 
  • Medieval Period (455 CE–1485 CE)  
  • Renaissance Period (130–1600) 
  • 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)  
  • Contemporary Period (1945–present) 
Clarification 2: For more information, see Literary Periods. 

Standard Relation to Course: Major

ELA.11.R.2.1: Evaluate the structure(s) and features in texts.
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.11.R.2.2: Analyze the central idea(s) of speeches and essays from the Classical Period.
Clarifications:
Clarification 1: See Rhetorical Appeals and Rhetorical Devices.

Standard Relation to Course: Major

ELA.11.R.2.3: Analyze an author’s choices in establishing and achieving purpose(s) in speeches and essays from the Classical Period.

Standard Relation to Course: Major

ELA.11.R.2.4: Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors use the same information to achieve different ends.
Clarifications:
Clarification 1: Validity refers to the soundness of the arguments.

Clarification 2: For more information on types of reasoning, see Types of Logical Reasoning.

Standard Relation to Course: Major

ELA.11.R.3.1: Analyze the author’s use of figurative language and explain examples of allegory.
Clarifications:
Clarification 1: Examples of allegory should be taken from 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: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.
Clarification 3: See Secondary Figurative Language. 

Standard Relation to Course: Major

ELA.11.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.11.R.3.3: Compare and contrast how contemporaneous authors address related topics, comparing the authors’ use of reasoning, and analyzing the texts within the context of the time period.
Clarifications:
Clarification 1: Contemporaneous authors here refers to authors who are contemporaries of each other writing within any of the following literary 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: For more information on types of reasoning, see Types of Logical Reasoning. 

Standard Relation to Course: Major

ELA.11.R.3.4: Evaluate an author’s use of rhetoric in text.
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 is added at this grade level.

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.11.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.11.V.1.2: Apply knowledge of etymology and derivations 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.

Standard Relation to Course: Major

ELA.11.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.11.R.3.1 and Secondary Figurative Language.

Standard Relation to Course: Major

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.

Standard Relation to Course: Major

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.C.5.2: Create, publish, and share multimedia texts through a variety of digital formats.

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: Supporting

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: Supporting

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: Supporting

ELA.9.C.1.2: Write narratives using narrative techniques, varied transitions, and a clearly established point of view.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.

Standard Relation to Course: Major

ELA.9.C.1.3: Write to argue a position, supporting claims using logical reasoning and credible evidence from multiple sources, rebutting counterclaims with relevant evidence, using a logical organizational structure, elaboration, purposeful transitions, and a tone appropriate to the task.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Standard Relation to Course: Major

ELA.9.C.1.4: Write expository texts to explain and analyze information from multiple sources, using a logical organization, varied purposeful transitions, and a tone appropriate to the task.
Clarifications:
Clarification 1: See Writing Types.

Standard Relation to Course: Major

ELA.9.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising for clarity and cohesiveness.

Standard Relation to Course: Major

ELA.9.C.2.1: Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.
Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: volume, pronunciation, and pacing. A clear perspective is the through-line that unites the elements of the presentation.

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

Standard Relation to Course: Major

ELA.9.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be implemented but not yet mastered are as follows:
  • Add variety to writing or presentations by using parallel structure and various types of phrases and clauses.
  • Use knowledge of usage rules to create flow in writing and presenting.

Clarification 2: See Convention Progression by Grade Level.

Standard Relation to Course: Major

ELA.9.C.5.2: Use online collaborative platforms to create and export publication-ready quality writing tailored to a specific audience.

Standard Relation to Course: Major

ELA.9.R.1.1: Explain how key elements enhance or add layers of meaning and/or style in a literary 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.

Standard Relation to Course: Major

ELA.9.R.1.2: Analyze universal themes and their development throughout a literary text.
Clarifications:
Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.

Standard Relation to Course: Major

ELA.9.R.1.3: Analyze the influence of narrator perspective on a text, explaining how the author creates irony or satire.
Clarifications:
Clarification 1: See Rhetorical Devices for more information on irony.

Standard Relation to Course: Major

ELA.9.R.1.4: Analyze the characters, structures, and themes of epic poetry.
Clarifications:
Clarification 1: For more information, see Literary Periods.

Standard Relation to Course: Major

ELA.9.R.2.1: Analyze how multiple text structures and/or features convey a purpose and/or meaning in texts.
Clarifications:
Clarification 1: Students will analyze 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.9.R.2.2: Evaluate the support an author uses to develop the central idea(s) throughout a text.
Clarifications:
Clarification 1: In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.

Clarification 2: See Rhetorical Appeals and Rhetorical Devices.

Standard Relation to Course: Major

ELA.9.R.2.3: Analyze how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
Clarifications:
Clarification 1: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.

Clarification 2: Students will explain the appropriateness of appeals in achieving a purpose. In this grade level, students are using and responsible for the appeals of logos, ethos, and pathos.

Clarification 3: See Secondary Figurative Language. 

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Standard Relation to Course: Major

ELA.9.R.2.4: Compare the development of two opposing arguments on the same topic, evaluating the effectiveness and validity of the claims.
Clarifications:
Clarification 1: Validity refers to the soundness of the arguments.

Standard Relation to Course: Major

ELA.9.R.3.1: Explain how figurative language creates mood in text(s).
Clarifications:
Clarification 1: Figurative language use that students will analyze 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.9.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.9.R.3.3: Compare and contrast the ways in which authors have adapted mythical, classical, or religious literary texts.
Clarifications:
Clarification 1: The classical source texts for this benchmark should be from ancient Greece or Rome’s Classical period (1200 BCE–455 CE). Mythical texts for this benchmark can be from any civilization’s early history. Religious texts for this benchmark include works such as the Bible.

Standard Relation to Course: Major

ELA.9.R.3.4: Explain an author’s use of rhetoric in a text.
Clarifications:
Clarification 1: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 9.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, and synecdoche.

Clarification 2: See Secondary Figurative Language and Rhetorical Devices.

Standard Relation to Course: Major

ELA.9.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.9.V.1.2: Apply knowledge of etymology and derivations 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.

Standard Relation to Course: Major

ELA.9.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.9.R.3.1 and Secondary Figurative Language.

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

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

The purpose of this course is to provide students who are native speakers of languages other than English instruction that enables students to accelerate the development of reading and writing skills and to strengthen these skills so they are able to successfully read, write, and comprehend grade level text independently. Instruction emphasizes reading comprehension and vocabulary through the use of a variety of literary and informational texts encompassing a broad range of text structures, genres, and levels of complexity. Texts used for instruction focus on a wide range of topics, including content-area information, in order to support students in meeting the knowledge demands of increasingly complex text.

Important Note: Reading and writing courses should not be used in place of English language arts courses; reading and writing courses are intended to be used to supplement further study in English language arts.


General Notes

English Language Arts is not a discrete set of skills, but a rich discipline with meaningful, significant content, the knowledge of which helps all students actively and fully participate in our society. Standards should not stand alone as a separate focus for instruction, but should be combined purposefully.

The content should include, but not be limited to, the following:

  • reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
  • analyzing literature and informational texts from varied literary periods to examine:
    • key elements and universal themes of literature
    • text structures and/or features convey a purpose and/or meaning in texts
    • figurative language and rhetoric use
    • influence of history, culture, and setting on language
  • writing for varied purposes
    • arguing a position using supporting claims
    • writing expository texts to explain and analyze information from multiple sources
    • responding to literature for personal and analytical purposes
    • writing narratives using narrative techniques, varied transitions, and a clearly established point of view
    • writing to sources using text- based evidence and reasoning
  • conducting research to answer questions, drawing on multiple reliable and valid sources
  • creating and collaborating presentation with coherant ideas with peers, including considering feedback

 

Additional Notes: Students entering the upper grades who are not reading on grade level have a variety of reading intervention needs. No single program or strategy can be successful in remediating the needs of all students. The reading intervention course should require that students increase the amount and complexity of text they read independently throughout the school year, as these students do not have enough exposure to various text structures and academic vocabulary to develop skills necessary for college and career readiness.

It is necessary to implement a combination of research-based programs and strategies that have been proven successful in accelerating the development of reading skills in older readers. The instructional approaches should meet the needs of each student based on results of individual diagnostic assessments and progress monitoring.

Instruction should be explicit and systematic. It should provide direct explanations (modeling) and systematic practice opportunities (guided instruction), as well as carefully managed cumulative review to ensure mastery.

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

Approximately one-third of the titles from the 9th-12th Grade(s) Sample Book List(s) should be used in instruction, with grade-appropriate texts selected based on student need.


General Information

Course Number: 1002381 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: English/Language Arts > SubSubject: English for Speakers of Other Languages >
Abbreviated Title: DEV LANG ARTS ESOL-R
Number of Credits: Multiple credits
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Type: Elective Course Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12



Educator Certifications

English Speakers of Other Languages (Elementary and Secondary Grades K-12) Plus Reading Endorsement
English (Grades 6-12) Plus English Speakers of Other Languages (ESOL) Endorsement Plus Reading Endorsement
Reading (Elementary and Secondary Grades K-12) Plus English Speakers of Other Languages (ESOL) Endorsement


Qualifications

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 plus Reading Endorsement.


There are more than 2163 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/22394