English: 9-12   (#7910110)

Version Description

A. Major Concepts/Content. The purpose of this course is to provide instruction in knowledge and skills of English to enable students with disabilities to function at their highest levels and prepare to participate effectively in postschool adult living and the world of work.



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



- reading comprehension and vocabulary

- listening and speaking skills

- writing

- language usage

- literature

- study skills

- reference skills

- applications in daily life

- applications in the workplace



This course shall integrate the Sunshine State Standards and Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the individual student and to the content and processes of the subject matter. Students with disabilities shall:



CL.A.1.In.1 complete specified Sunshine State Standards with modifications as appropriate for the individual student.



B. Special Note. This entire course may not be mastered in one year. A student may earn multiple credits in this course. The particular course requirements that the student should master to earn each credit must be specified on an individual basis. Multiple credits may be earned sequentially or simultaneously.



This course is primarily designed for students functioning at independent levels, who are capable of working and living independently and may need occasional assistance. Three levels of functioning, independent, supported, and participatory, have been designated to provide a way to differentiate benchmarks and course requirements for students with diverse abilities. Individual students may function at one level across all areas, or at several different levels, depending on the requirements of the situation.



This course may also be used to accommodate the range of abilities within the population of students with disabilities. The particular benchmark for a course requirement should be selected for individual students based on their levels of functioning and their desired postschool outcomes for adult living and employment specified in the Transition Individual Educational Plan.



Instructional activities involving practical applications of course requirements may occur in naturalistic settings in home, school, and community for the purposes of practice, generalization, and maintenance of skills. These applications may require that the student acquire the knowledge and skills involved with the use of related technology, tools, and equipment.

General Notes

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

C. Course Requirements. These requirements include, but are not limited to, the benchmarks from the State Standards for Special Diploma that are most relevant to this course. Benchmarks correlated with a specific course requirement may also be addressed by other course requirements as appropriate. Some requirements in this course are not fully addressed in the State Standards for Special Diploma.



After successfully completing this course, the student will:



1. Demonstrate knowledge of functional and basic vocabulary (e.g., survival words, frequently used words, key concepts, task-related terms, abbreviations, acronyms).



CL.B.1.In.1 identify and locate oral, print, or visual information for specified purposes.

CL.B.1.In.2 interpret and use oral, print, or visual information for specified purposes.

CL.B.1.Su.1 identify and locate oral, print, or visual information to accomplish functional tasks–with guidance and support.

CL.B.1.Su.2 interpret and use oral, print, or visual information to accomplish functional tasks–with guidance and support.



2. Use comprehension skills and strategies to increase understanding of information (e.g., reading for main idea and details, paraphrasing, self-questioning, using graphic and pictorial clues, rereading, following directions, repeating messages).



CL.B.1.In.1 identify and locate oral, print, or visual information for specified purposes.

CL.B.1.In.2 interpret and use oral, print, or visual information for specified purposes.

CL.B.1.In.3 organize and retrieve oral, print, or visual information for specified purposes.

CL.B.1.Su.1 identify and locate oral, print, or visual information to accomplish functional tasks–with guidance and support.

CL.B.1.Su.2 interpret and use oral, print, or visual information to accomplish functional tasks–with guidance and support.



3. Use communication skills to express information appropriately in conversations (e.g., use of volume, stress, and pronunciation, use of eye contact and body language).



CO.A.1.In.1 initiate communication and respond effectively in a variety of situations.

CO.A.1.Su.1 initiate communication and respond effectively in a variety of situations–with guidance and support.



4. Use writing skills to organize and present information according to the specified purpose (e.g., lists, correspondence, notes, reports, forms).



Note: Electronic tools and software may be used if available.



CL.B.2.In.1 prepare oral, written, or visual information for expression or presentation.

CL.B.2.In.2 express oral, written, or visual information for specified purposes.

CL.B.2.Su.1 prepare oral, written, or visual information for expression–with guidance and support.

CL.B.2.Su.2 express oral, written, or visual information to accomplish functional tasks–with guidance and support.



5. Use writing skills to draft, revise, and edit written material according to conventions and mechanics of standard English.



Note: Electronic tools and software may be used if available.



CL.B.2.In.1 prepare oral, written, or visual information for expression or presentation.

CL.B.2.In.2 express oral, written, or visual information for specified purposes.



6. Demonstrate awareness of differences in language usage related to situations, tasks, and personal preferences (e.g., dialect, slang, jargon).



7. Demonstrate awareness of types and characteristics of mass media (e.g., television, radio, newspapers, magazines, Internet) and its impact on the public.



8. Select and use study and task management skills (e.g., completing assignments, organizing materials, time management, test-taking).



CL.B.4.In.1 identify problems and examine alternative solutions.

CL.B.4.In.2 implement solutions to problems and evaluate effectiveness.

CL.B.4.Su.1 identify problems found in functional tasks–with guidance and support.

CL.B.4.Su.2 implement solutions to problems found in functional tasks–with guidance and support.

CL.C.2.In.1 plan and implement personal work assignments.

CL.C.2.In.2 use appropriate technology and equipment to complete tasks in the workplace.

CL.C.2.Su.1 plan and implement personal work assignments–with guidance and support.

CL.C.2.Su.2 use appropriate technology and equipment to complete tasks in the workplace–with guidance and support.



9. Demonstrate skills required for communication in the workplace (e.g., technical manuals, work orders, reports, business forms, correspondence).



CL.C.2.In.5 apply employability skills in the workplace.

CL.C.2.Su.5 apply employability skills in the workplace–with guidance and support.



10. Use skills required for communication in daily activities (e.g., newspapers, schedules, menus, signs, shopping lists).



IF.A.1.In.1 complete productive and leisure activities used in the home and community.

IF.A.1.Su.1 complete productive and leisure activities used in the home and community–with guidance and support.

IF.A.2.In.1 select and use community resources and services for specified purposes.

IF.A.2.Su.1 use community resources and services–with guidance and support.