Access English 3 (#7910130) 


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Course Standards


Name Description
ELA.11.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.
Related Access Points
Name Description
ELA.11.C.1.AP.2: Write a complex narrative using appropriate techniques to establish multiple perspectives.

ELA.11.C.1.3: Write literary analyses to support claims, using logical reasoning, credible evidence from sources, and elaboration, demonstrating an understanding of literary elements.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.
Clarification 2: Appropriate tone is expected to continue from 9th and 10th. Use narrative techniques to strengthen argument writing where appropriate.
Clarification 3: These written works will take longer and are meant to reflect thorough research and analysis.
Related Access Points
Name Description
ELA.11.C.1.AP.3: Analyze literature to support claims, using logical reasoning, credible evidence from sources, elaboration and demonstrating an understanding of literary elements.

ELA.11.C.1.4: Write an analysis of complex texts using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject.
Clarifications:
Clarification 1: See Writing Types.
Related Access Points
Name Description
ELA.11.C.1.AP.4: Analyze a complex text using logical organization and a tone and voice appropriate to the task and audience, demonstrating an understanding of the subject.

ELA.11.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to improve clarity, structure, and style.
Related Access Points
Name Description
ELA.11.C.1.AP.5: Improve writing when given feedback from an adult, a peer and/or an online editing tool, revising to improve clarity, structure and style.

ELA.11.C.2.1: Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.
Clarifications:
Clarification 1: At this grade level, the emphasis is on the content, but students are still expected to follow earlier expectations: appropriate volume, pronunciation, and pacing. This benchmark introduces rhetorical devices to the benchmark, building on what students have learned in R.3.2 and giving them a chance to apply it.

Clarification 2: For further guidance, see the Secondary Oral Communication Rubric.

Related Access Points
Name Description
ELA.11.C.2.AP.1: Present information, with a logical organization, coherent focus and credible evidence, while employing effective rhetorical devices where appropriate, using the student’s mode of communication with guidance and support.

ELA.11.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: Skills to be mastered at this grade level are as follows:
  • Use knowledge of usage rules to create flow in writing and presenting. 
Clarification 2: See Convention Progression by Grade Level for more information. 
Related Access Points
Name Description
ELA.11.C.3.AP.1: Follow the rules of standard English grammar, punctuation, capitalization and spelling appropriate to grade-level content.
Practice usage of rules to create flow in writing and/or presenting.


ELA.11.C.4.1: Conduct literary research to answer a question, refining the scope of the question to align with interpretations of texts, and synthesizing information from primary and secondary sources.
Clarifications:
Clarification 1: While the benchmark does require that students consult multiple sources, there is no requirement that they use every source they consult. Part of the skill in researching is discernment—being able to tell which information is relevant and which sources are trustworthy enough to include.
Related Access Points
Name Description
ELA.11.C.4.AP.1a: Organize literary research to answer a question, refining the scope of the question to align with interpretations of texts.
ELA.11.C.4.AP.1b: Summarize information from primary and secondary sources.

ELA.11.C.5.1: Create digital presentations to improve the experience of the audience.
Clarifications:
Clarification 1: At this grade level, students are using multiple elements. The presentation may be delivered live or delivered as a stand-alone digital experience. The elements should be of different types. The elements should relate directly to the presentation and be incorporated in a way that engages the audience.
Related Access Points
Name Description
ELA.11.C.5.AP.1: Integrate details into a digital presentation to improve the experience of the audience.

ELA.11.C.5.2: Create and export quality writing tailored to a specific audience, integrating multimedia elements, publishing to an online or LAN site.
Related Access Points
Name Description
ELA.11.C.5.AP.2: 2 Create and share quality writing tailored to a specific audience, integrating multimedia elements, publishing to an online or LAN site.

ELA.11.R.1.1: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text.
Clarifications:
Clarification 1: Key elements of a literary text are setting, plot, characterization, conflict, point of view, theme, and tone.
Clarification 2: For layers of meaning, any methodology or model may be used as long as students understand that text may have multiple layers and that authors use techniques to achieve those layers. A very workable model for looking at layers of meaning is that of I. A. Richards: 

Layer 1) the literal level, what the words actually mean
Layer 2) mood, those feelings that are evoked in the reader
Layer 3) tone, the author’s attitude
Layer 4) author’s purpose (interpretation of author’s purpose as it is often inferred)
Clarification 3: Style is the way in which the writer uses techniques for effect. It is distinct from meaning but can be used to make the author’s message more effective. The components of style are diction, syntax, grammar, and use of figurative language. Style helps to create the author’s voice.

Related Access Points
Name Description
ELA.11.R.1.AP.1: Analyze how key elements increase understanding of literary text and/or style.

ELA.11.R.1.2: Track and analyze universal themes in literary texts from different times and places.
Clarifications:
Clarification 1: A universal theme is an idea that applies to anyone, anywhere, regardless of cultural differences. Examples include but are not limited to an individual’s or a community’s confrontation with nature; an individual’s struggle toward understanding, awareness, and/or spiritual enlightenment; the tension between the ideal and the real; the conflict between human beings and advancements in technology/science; the impact of the past on the present; the inevitability of fate; the struggle for equality; and the loss of innocence.
Related Access Points
Name Description
ELA.11.R.1.AP.2: Compare how universal themes and their development are used throughout multiple literary texts from different times and places.

ELA.11.R.1.3: Analyze the author’s choices in using juxtaposition to define character perspective.
Clarifications:
Clarification 1: Juxtaposition is the technique of putting two or more elements side by side to invite comparison or contrast.

Clarification 2: The term perspective means “a particular attitude toward or way of regarding something.”

Related Access Points
Name Description
ELA.11.R.1.AP.3a: Define a character perspective in a text.
ELA.11.R.1.AP.3b: Explain the author’s choices in using juxtaposition in a text.

ELA.11.R.1.4: Analyze ways in which poetry reflects themes and issues of its time period.
Clarifications:
Clarification 1: Poetry for this benchmark should be selected from one of the following literary periods. 
  • Classical Period (1200 BCE–455 CE) 
  • Medieval Period (455 CE–1485 CE)  
  • Renaissance Period (130–1600) 
  • Restoration and 18th Century (1660–1790) British Literature  
  • Colonial and Early National Period (1600–1830) American Literature 
  • Romantic Period (1790–1870)  
  • Realism and Naturalism Period (1870–1930) 
  • Modernist Period (1910–1945)  
  • Contemporary Period (1945–present) 
Clarification 2: For more information, see Literary Periods
Related Access Points
Name Description
ELA.11.R.1.AP.4: Explain the connection between works of major poets and their historical context.

ELA.11.R.2.1: Evaluate the structure(s) and features in texts.
Clarifications:
Clarification 1: Students will evaluate the use of the following structures: description, problem/solution, chronological, compare and contrast, cause and effect, and sequence.

Clarification 2: Students will evaluate the use of the following features: table of contents, headings, captions, photographs, graphs, charts, illustrations, glossary, footnotes, annotations, and appendix.

Related Access Points
Name Description
ELA.11.R.2.AP.1: Explain the use of structure(s) and features in texts.

ELA.11.R.2.2: Analyze the central idea(s) of speeches and essays from the Classical Period.
Clarifications:
Clarification 1: See Rhetorical Appeals and Rhetorical Devices.
Related Access Points
Name Description
ELA.11.R.2.AP.2: Explain the central idea(s) of speeches and essays from the Classical Period.

ELA.11.R.2.3: Analyze an author’s choices in establishing and achieving purpose(s) in speeches and essays from the Classical Period.
Related Access Points
Name Description
ELA.11.R.2.AP.3: Explain the author’s choices in establishing and achieving purpose(s) in speeches and essays from the Classical Period.

ELA.11.R.2.4: Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, the authors’ reasoning, and the ways in which the authors use the same information to achieve different ends.
Clarifications:
Clarification 1: Validity refers to the soundness of the arguments.

Clarification 2: For more information on types of reasoning, see Types of Logical Reasoning.

Related Access Points
Name Description
ELA.11.R.2.AP.4a: Compare the development of multiple arguments on the same topic, evaluating the effectiveness and validity of the claims, and the author’s reasoning.
ELA.11.R.2.AP.4b: Compare the authors’ reasoning and the ways in which the authors use the same information to achieve different arguments.

ELA.11.R.3.1: Analyze the author’s use of figurative language and explain examples of allegory.
Clarifications:
Clarification 1: Examples of allegory should be taken from the following periods: 
  • Classical Period (1200 BCE–455 CE) 
  • Medieval Period (455 CE–1485 CE)  
  • Renaissance Period (1300–1600) 
  • Restoration and 18th Century (1660–1790) British Literature
  • Colonial and Early National Period (1600–1830) American Literature 
  • Romantic Period (1790–1870)
  • Realism and Naturalism Period (1870–1930)
  • Modernist Period (1910–1945) 
Clarification 2: Figurative language use that students will analyze are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.
Clarification 3: See Secondary Figurative Language
Related Access Points
Name Description
ELA.11.R.3.AP.1a: Identify the author’s use of allegory.
ELA.11.R.3.AP.1b: Summarize the author’s use of figurative language.

ELA.11.R.3.2: Paraphrase content from grade-level texts.
Clarifications:
Clarification 1: Most grade-level texts are appropriate for this benchmark.
Related Access Points
Name Description
ELA.11.R.3.AP.2: Summarize information from grade-level texts, at the student’s ability level using the student’s mode of communication.

ELA.11.R.3.3: Compare and contrast how contemporaneous authors address related topics, comparing the authors’ use of reasoning, and analyzing the texts within the context of the time period.
Clarifications:
Clarification 1: Contemporaneous authors here refers to authors who are contemporaries of each other writing within any of the following literary periods:
  • Classical Period (1200 BCE–455 CE)
  • Medieval Period (455 CE–1485 CE)
  • Renaissance Period (1300–1600)
  • Restoration and 18th Century (1660–1790) British Literature
  • Colonial and Early National Period (1600–1830) American Literature
  • Romantic Period (1790–1870)
  • Realism and Naturalism Period (1870–1930)
  • Modernist Period (1910–1945) 
Clarification 2: For more information on types of reasoning, see Types of Logical Reasoning. 
Related Access Points
Name Description
ELA.11.R.3.AP.3a: Identify how contemporaneous authors address related topics within the context of the time period.
ELA.11.R.3.AP.3b: Analyze the author’s reasoning within the context of the time period.

ELA.11.R.3.4: Evaluate an author’s use of rhetoric in text.
Clarifications:
Clarification 1: Students will evaluate the appropriateness of appeals and the effectiveness of devices. In this grade level, students are using and responsible for all four appeals; kairos is added at this grade level.

Clarification 2: Rhetorical devices for the purposes of this benchmark are the figurative language devices from 11.R.3.1 with the addition of irony, rhetorical question, antithesis, zeugma, metonymy, synecdoche, asyndeton, and chiasmus. 

Clarification 3: See Secondary Figurative Language.

Clarification 4: See Rhetorical Appeals and Rhetorical Devices.

Related Access Points
Name Description
ELA.11.R.3.AP.4: Describe an author’s use of rhetoric in a text.

ELA.11.V.1.1: Integrate academic vocabulary appropriate to grade level in speaking and writing.
Clarifications:
Clarification 1: To integrate vocabulary, students will apply the vocabulary they have learned to authentic speaking and writing tasks independently. This use should be intentional, beyond responding to a prompt to use a word in a sentence.

Clarification 2: Academic vocabulary appropriate to grade level refers to words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.

Related Access Points
Name Description
ELA.11.V.1.AP.1: Use grade-level content vocabulary in communication, using the student’s mode of communication.

ELA.11.V.1.2: Apply knowledge of etymology and derivations to determine meanings of words and phrases in grade-level content.
Clarifications:
Clarification 1: Etymology refers to the study of word origins and the ways that words have changed over time.

Clarification 2: Derivation refers to making new words from an existing word by adding affixes.

Related Access Points
Name Description
ELA.11.V.1.AP.2: Using etymology and derivations, identify the meaning of a word from a phrase in grade-level content at the student’s ability level.

ELA.11.V.1.3: Apply knowledge of context clues, figurative language, word relationships, reference materials, and/or background knowledge to determine the connotative and denotative meaning of words and phrases, appropriate to grade level.
Clarifications:
Clarification 1: Review of words learned in this way is critical to building background knowledge and related vocabulary.

Clarification 2: See Context Clues and Word Relationships.

Clarification 3: See ELA.11.R.3.1 and Secondary Figurative Language.

Related Access Points
Name Description
ELA.11.V.1.AP.3: Use context clues, figurative language, word relationships, reference materials and/or background knowledge to identify the connotative and denotative meaning of a word and/or phrase, appropriate to grade-level content at the student’s ability level.

ELA.612.F.2.1: Demonstrate an understanding of spoken words, syllables, and sounds.
  1. Orally produce single-syllable and multisyllabic words by accurately blending sounds.
  2. Accurately segment single-syllable and multisyllabic words. 
Clarifications:
Clarification 1: Phonological awareness only refers to what can be done orally at both the sound and syllabic level. This includes isolating sounds, blending sounds, and orally segmenting words based on syllables. It does not involve print or letter knowledge. 
  1. Orally combine c-a-t to make cat/ orally combine trou-ser to make trouser. 
  2. Orally break cat into c-a-t/ orally break trouser into trou-ser.
Related Access Points
Name Description
ELA.612.F.2.AP.1a: Combine word parts (blend syllables, attach affixes to root words, fingerspell, etc.) to produce words in the student’s mode of communication.
ELA.612.F.2.AP.1b:  Segment single-syllable and multisyllabic words using the student’s mode of communication. 

ELA.612.F.2.2: Know and apply phonics and word analysis skills in decoding words.
  1. Use an array of strategies to decode single-syllable and multisyllabic words.
  2. Accurately read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns.
Clarifications:
Clarification 1: Phonics refers to the relationship between graphemes (letters or letter combinations) and phonemes (speech sounds). Since morphemes represent the smallest unit of language with meaning, morphology refers to the skill of recognizing morphemes as a unit when decoding and determining meaning.
Related Access Points
Name Description
ELA.612.F.2.AP.2a: Decode single-syllable and multisyllabic words as appropriate to the student’s mode of communication.
ELA.612.F.2.AP.2b: Read multisyllabic words using a combined knowledge of all letter-sound correspondences, and syllabication patterns using to the student’s mode of communication.

ELA.612.F.2.3: Know and apply phonics and word analysis skills in encoding words.
  1. Use an array of strategies to accurately encode single-syllable and multisyllabic words. 
Clarifications:
Clarification 1: Encoding refers to using the written word in order to communicate. It combines the skills of phonological awareness, phonics, and morphology to move from the oral to the written word. 
  1. The process of encoding sounds through letters (s, r), consonant blends (sh, sk), digraphs (ay, ew), or trigraphs (sch, thr) using conventional spelling patterns to form words.
  2. The process of adding single units of sound with meaning to existing word parts to encode a given word. 
Related Access Points
Name Description
ELA.612.F.2.AP.3a: Encode single-syllable and multisyllabic words using the student’s mode of communication.

ELA.612.F.2.4: Read grade-level texts, at the student’s ability level, with accuracy, automaticity, and prosody or expression using the student’s mode of communication.
Clarifications:
Clarification 1: See Fluency Norms for grade-level norms. Norms are expressed as words correct per minute (WCPM), a measure that combines accuracy with rate. The chart stops at 6th grade because it represents sufficient automaticity for proficient reading. For secondary students receiving reading interventions, teachers should use the 6th grade norms as a goal.

Clarification 2: Appropriate prosody refers to pausing patterns during oral reading that reflect the punctuation and meaning of a text. See Sample Oral Reading Fluency Rubrics for prosody.

Clarification 3: Grade-level texts, for the purposes of fluency, are those within the grade band on quantitative text complexity measures and appropriate in content and qualitative measures.

Related Access Points
Name Description
ELA.612.F.2.AP.4: Read grade-level text at the student’s ability level with accuracy, automaticity, and prosody or expression as appropriate for the student’s mode of communication.

ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
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.



General Course Information and Notes

VERSION DESCRIPTION

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. 

 


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.


General Information

Course Number: 7910130 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS ENGLISH 3
Number of Credits: Course may be taken for up to two credits
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 2
Course Status: Draft - Course Pending Approval
Graduation Requirement: English



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Elementary Education (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


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