CPALMS Logo Generated on 9/15/2025 at 1:24 AM
The webpage this document was printed/exported from can be found at the following URL:
https://www.cpalms.org//PreviewCourse/Preview/13261
This course is targeted for students who are not "college-ready" in reading. This course incorporates reading and analysis of informational selections to develop critical reading skills necessary for success in college courses. This course prepares students for successful completion of Florida college English language arts courses requiring extensive grade-level reading. The benchmarks reflect the Florida College Competencies necessary for entry-level college courses.
Reading for College Success (#1008350)
Version:
You are not viewing the current course, please click the current year’s tab.
The course was/will be terminated at the end of School Year 2020 - 2021
Course Standards

 Visit the specific benchmark webpage to find related instructional resources.
  • LAFS.1112.L.2.3 (Archived Standard): Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
    1. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
  • LAFS.1112.L.3.5 (Archived Standard): Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
    1. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
    2. Analyze nuances in the meaning of words with similar denotations.
  • LAFS.1112.L.3.6 (Archived Standard): Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • LAFS.1112.RI.1.2 (Archived Standard): Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
  • LAFS.1112.RI.1.3 (Archived Standard): Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
  • LAFS.1112.RI.2.4 (Archived Standard): Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
  • LAFS.1112.RI.2.5 (Archived Standard): Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
  • LAFS.1112.RI.2.6 (Archived Standard): Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
  • LAFS.1112.RI.3.7 (Archived Standard): Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
  • LAFS.1112.RI.3.8 (Archived Standard): Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
  • LAFS.1112.RI.3.9 (Archived Standard): Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
  • LAFS.1112.RI.4.10 (Archived Standard): By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
  • LAFS.1112.W.3.7 (Archived Standard): Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • LAFS.1112.W.3.9 (Archived Standard): Draw evidence from literary or informational texts to support analysis, reflection, and research.
    1. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).
    2. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
  • LAFS.K12.R.3.8 (Archived Standard): Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
  • (Archived) SS.912.C.2.8 (Archived Standard): Analyze the impact of citizen participation as a means of achieving political and social change.
  • (Archived) SS.912.C.3.13 (Archived Standard): Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.
  • 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.
  • HE.912.B.4.3 (Archived Standard): Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.
  • HE.912.B.4.4 (Archived Standard): Analyze the validity of ways to ask for and offer assistance to enhance the health of self and others.
Course Information
General Notes

The content should include, but not be limited to, the following:
demonstrating successful reading of argument, including recognizing bias and supporting details;
demonstrating successful reading of fact and opinion, including recognizing inferences and main ideas;
demonstrating knowledge of a variety of organizational patterns and their relationships in the comprehension of text, including recognizing purpose and tone of informational reading; and demonstrating successful understanding of vocabulary in context.

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.

  1. Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
  2. Making close reading and rereading of texts central to lessons.
  3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
  4. Requiring students to support answers with evidence from the text.
  5. 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 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

General Information
Course Number: 1008350
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: English/Language Arts > SubSubject: Reading >
Abbreviated Title: READ COLL. SUCCESS
Number of Credits: Half credit (.5)
Course Length: Semester (S)
Course Type: Elective Course
Course Level: 2
Course Status: Terminated
Grade Level(s): 9,10,11,12
Educator Certifications
One of these educator certification options is required to teach this course.
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.