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Writing 1   (#1009300)

Version for Academic Year:
Course Number: 1009300
Abbreviated Title: WRIT 1
Course Length: Semester (S)
Course Level: 2
Course Status: Course Approved
Grade Level(s): 9,10,11,12

VERSION DESCRIPTION

The purpose of this course is to enable students to develop and use grade level 9-10 writing and language skills in a variety of writing formats for argumentative, informative, and narrative purposes to ensure preparation for college and career readiness.

GENERAL NOTES

The content should include, but not be limited to, the following:
  • active reading of exemplar writing models to examine
    • text craft and structure
    • effects of figurative, denotative, and connotative language choice
    • use of appropriate voice and/or tone
    • influence on idea development of sentence structures, sentence rhythm, and grammatical choices
    • reciprocal nature of content and form
  • writing for varied purposes, including
    • 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
    • digital writing platforms
    • 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
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.

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).

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: http://www.cpalms.org/uploads/docs/standards/eld/la.pdf

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.