- ELA.1.R.2.3: Explain similarities and differences between information provided in visuals and words in an informational text.Clarifications:Clarification 1: When explaining similarities and differences, students will also explain how the visuals and words help the reader make sense of the topic.
Clarification 2: During instruction, give students opportunities to see visual representations of similarities and differences using tools such as Venn diagrams or T-charts.
|
Generated on 9/18/2025 at 11:31 PM |
The webpage this document was printed/exported from can be found at the following URL:
https://www.cpalms.org/PreviewAccessPoint/Preview/18591
https://www.cpalms.org/PreviewAccessPoint/Preview/18591
Identify if information was provided from a visual or from words in an informational text.
Access Point #: ELA.1.R.2.AP.3
Access Point Standards
Visit the specific benchmark webpage to find related instructional resources.
Access Point Information
Number:
ELA.1.R.2.AP.3
Category:
Access Points
Date Adopted or Revised:
03/22
Standard:
Access Point Courses
- Basic Skills in Reading-K-2 (#5010020): This course supports students who are struggling to read and write or speak about what they have read in core instruction. Instruction will use explicit, systematic, and sequential approaches to reading instruction addressing all components of reading including phonological awareness, phonics, vocabulary, fluency, and reading comprehension.
Teachers will use the listed standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data.
Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.
- Functional Basic Skills in Communications-Elementary (#5010030): This course may be composed of a multilevel classroom with learners from diverse backgrounds at varying proficiency levels using a standards-based curriculum. This course supports students who are struggling with written and oral communication. Each student's curriculum should be defined using the most appropriate standards from those listed below to meet the individual's needs.
- Language Arts - Grade One (#5010042): This course defines what students should understand and be able to do by the end of 1st grade. The standards emphasize explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers. Knowledge acquisition should be the primary purpose of any reading approach as systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy.
The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
- Access Language Arts - Grade 1 (#7710012): Access Courses:
Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities.
- Library Skills/Information Literacy Grade 1 (#5011010):
- Introduction to Debate Grade 1 (#5010101): Introduction to Debate First Grade is to be a course to develop students' beginning awareness, understanding, and application of language arts as it applies to oral communication concepts and strategies in a variety of given settings. A majority of First Grade English Language Arts standards have been included.
- English for Speakers of Other Languages Grade 1 (#5010012): This course supports English Language Learners' acquisition of English in order to learn and to read, write, and speak in English, including the use of appropriate forms of English for different purposes, the importance of culture in various communicative modes, and the importance of active oral language participation within the classroom setting.
This course defines what students should understand and be able to do by the end of 1st grade. The standards emphasize explicit, systematic phonics instruction as the foundation of literacy. Decoding and fluency are essential to creating proficient readers. Knowledge acquisition should be the primary purpose of any reading approach as systematic building of a wide range of knowledge across domains is a prerequisite to higher literacy.
The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.