Access English 1   (#7910120)

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Course Standards

General Course Information and Notes

Version Description

The purpose of this course is to provide students with disabilities, using texts of high complexity, integrated language arts study in reading, writing, speaking, listening, and language in preparation for college and career readiness.

General Notes

The content should include, but not be limited to, the following:
  • active reading of varied texts for what they say explicitly, as well as the logical inferences that can be drawn
  • analysis of literature and informational texts from varied literary periods to examine:
    • text craft and structure
    • elements of literature
    • arguments and claims supported by textual evidence
    • power and impact of language
    • influence of history, culture, and setting on language
    • personal critical and aesthetic response
  • writing for varied purposes
    • developing and supporting argumentative claims
    • crafting coherent, supported informative/expository texts
    • responding to literature for personal and analytical purposes
    • writing narratives to develop real or imagined events
    • writing to sources using text- based evidence and reasoning
  • effective listening, speaking, and viewing strategies with emphasis on the use of evidence to support or refute a claim in multimedia presentations, class discussions, and extended text discussions
  • collaboration amongst peers
Special Notes:
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).
The College and Career Readiness (CCR) anchor standards and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate at each grade level. Students advancing through the grades are expected to meet each succeeding year's grade specific benchmarks, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the CCR anchor standards.

General Information

Course Number: 7910120
Course Path:
Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: FUND ENG 2
Course Length: Year (Y)
Course Status: Course Approved

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this course.
Reading Literature Standard Notes:
These reading literature standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year's grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Reading Informational Text Standard Notes:
These reading informational text standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades.

Writing
Standards Notes: Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each succeeding year's grade-specific writing standards and retain or further develop skills and understandings mastered in preceding grades.

Speaking and Listening Standards Notes:
The following speaking and listening standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of communication skills and applications.

Language Standards Notes:
The following language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of language skills and applications. Students advancing through the grades are expected to meet each succeeding year's grade-specific benchmarks and retain or further develop skills and understandings mastered in preceding grades. The following standards may be addressed again in higher grades at a more rigorous level of study:

Blended Curriculum:
The Florida Standards are designed to lead all children toward college and career readiness. To enhance clarity in Florida's transition to the Florida Standards, the following three Next Generation Sunshine State Standards are part of a blended curriculum design to be used during the 2013- 2014 school year. These three standards are implicitly interwoven into several of the Florida Standards; however, due to this rigorous, deeply embedded design, each one is explicitly listed here to ensure their inclusion in the English language arts curriculum for the 2013- 2014 school year. All other FCAT- assessed NGSS standards are clearly taught in the CCSS.