Course StandardsAdditional Requirements:
The following Florida State Standards for Mathematical Practices are applicable to all content areas.
- Make sense of problems and persevere in solving them. (MP 1)
- Construct viable arguments and critique the reasoning of others. (MP 3)
- Attend to precision. (MP 6)
|LAFS.1112.L.1.1 (Archived Standard):|| Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|LAFS.1112.L.1.2 (Archived Standard):|| Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
|LAFS.1112.L.2.3 (Archived Standard):|| Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
|LAFS.1112.L.3.4 (Archived Standard):|| Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
|LAFS.1112.L.3.5 (Archived Standard):|| Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
|LAFS.1112.L.3.6 (Archived Standard):||Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.|
|LAFS.1112.RI.1.1 (Archived Standard):||Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.|
|LAFS.1112.RI.1.2 (Archived Standard):||Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.|
|LAFS.1112.RI.1.3 (Archived Standard):||Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.|
|LAFS.1112.RI.2.4 (Archived Standard):||Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).|
|LAFS.1112.RI.2.5 (Archived Standard):||Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.|
|LAFS.1112.RI.2.6 (Archived Standard):||Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.|
|LAFS.1112.RI.3.7 (Archived Standard):||Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.|
|LAFS.1112.RI.3.8 (Archived Standard):||Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).|
|LAFS.1112.RI.3.9 (Archived Standard):||Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.|
|LAFS.1112.RI.4.10 (Archived Standard):||By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.|
|LAFS.1112.RL.1.1 (Archived Standard):||Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.|
|LAFS.1112.RL.1.2 (Archived Standard):||Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.|
|LAFS.1112.RL.1.3 (Archived Standard):||Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).|
|LAFS.1112.RL.2.4 (Archived Standard):||Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)|
|LAFS.1112.RL.2.5 (Archived Standard):||Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.|
|LAFS.1112.RL.2.6 (Archived Standard):||Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).|
|LAFS.1112.RL.3.7 (Archived Standard):||Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)|
|LAFS.1112.RL.3.9 (Archived Standard):||Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.|
|LAFS.1112.RL.4.10 (Archived Standard):|| |
By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
|LAFS.1112.SL.1.1 (Archived Standard):|| Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. |
|LAFS.1112.SL.1.2 (Archived Standard):||Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.|
|LAFS.1112.SL.1.3 (Archived Standard):||Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.|
|LAFS.1112.SL.2.4 (Archived Standard):||Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.|
|LAFS.1112.SL.2.5 (Archived Standard):||Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.|
|LAFS.1112.SL.2.6 (Archived Standard):||Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.|
|LAFS.1112.W.1.1 (Archived Standard):|| Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
|LAFS.1112.W.1.2 (Archived Standard):|| Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
|LAFS.1112.W.1.3 (Archived Standard):|| Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
|LAFS.1112.W.2.4 (Archived Standard):||Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)|
|LAFS.1112.W.2.5 (Archived Standard):||Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
|LAFS.1112.W.2.6 (Archived Standard):||Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.|
|LAFS.1112.W.3.7 (Archived Standard):||Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.|
|LAFS.1112.W.3.8 (Archived Standard):||Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.|
|LAFS.1112.W.3.9 (Archived Standard):|| Draw evidence from literary or informational texts to support analysis, reflection, and research.
|LAFS.1112.W.4.10 (Archived Standard):||Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.|
|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.|
|HE.912.B.4.3:|| Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.|
|HE.912.B.4.4:|| Analyze the validity of ways to ask for and offer assistance to enhance the health of self and others.|
|SS.912.C.2.8:|| Analyze the impact of citizen participation as a means of achieving political and social change.|
|SS.912.C.3.13:|| Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.|
General Course Information and Notes
VERSION DESCRIPTIONThe purpose of this course is to enable students who are native speakers of languages other than English to develop proficient listening, speaking, reading, and writing skills in the English language. Emphasis will be on acquisition of integrated English communication skills in a wide range of content and activities using texts of high complexity to ensure college and career preparation and readiness.
GENERAL NOTESThe 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
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.
- Reading assignments from longer text passages, as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- 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: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/la.pdf
As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:
Any World Language certification plus English Speakers of Other Languages (ESOL) Endorsement.
|Course Number: 1002525||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: English/Language Arts > SubSubject: English for Speakers of Other Languages >
|Abbreviated Title: ENG 4 THRU ESOL CR|
|Number of Credits: Multiple credits|
|Course Type: Elective Course||Course Level: 2|
|Course Status: Terminated|
|Grade Level(s): 9,10,11,12|
| English Speakers of Other Languages (Elementary and Secondary Grades K-12)|
| English (Grades 6-12) Plus English Speakers of Other Languages (ESOL) Endorsement|