|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.|
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.
|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. |
|ELA.11.C.2.1:|| Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.|
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.
|ELA.11.C.3.1:|| Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.|
Clarification 1: Skills to be mastered at this grade level are as follows:
Clarification 2: See Convention Progression by Grade Level for more information.
- Use knowledge of usage rules to create flow in writing and 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.|
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.
|ELA.11.C.5.1:|| Create digital presentations to improve the experience of the audience.|
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.
|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. |
|ELA.11.R.2.1:|| Evaluate the structure(s) and features in texts.|
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.
|ELA.11.R.2.2:|| Analyze 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. |
|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.|
Clarification 1: Validity refers to the soundness of the arguments.
Clarification 2: For more information on types of reasoning, see Types of Logical Reasoning.
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
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.|
See Text Complexity for grade-level complexity bands and a text complexity rubric.
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
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.|
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.|
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.|
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.
|PE.912.C.2.10:|| Analyze long-term benefits of regularly participating in physical activity. |
|PE.912.C.2.20:|| Identify appropriate methods to resolve physical conflict. |
|PE.912.L.3.3:|| Identify a variety of activities that promote effective stress management. |
|PE.912.L.3.4:|| Identify the in-school opportunities for participation in a variety of physical activities. |
|PE.912.L.3.5:|| Identify the community opportunities for participation in a variety of physical activities. |
|PE.912.L.4.3:|| Identify strategies for setting goals when developing a personal fitness program. |
|PE.912.M.1.5:|| Apply strategies for self improvement based on individual strengths and needs. |
|PE.912.R.5.1:|| Describe ways to act independently of peer pressure during physical activities. |
|PE.912.R.6.1:|| Discuss opportunities for participation in a variety of physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle. |
|PE.912.R.6.2:|| Analyze physical activities from which benefits can be derived.|
Some examples of potential benefits are physical, mental, emotional and social.
|SS.912.C.2.10:|| Monitor current public issues in Florida.
Examples are On-line Sunshine, media, e-mails to government officials, political text messaging.
|SS.912.C.3.13:|| Illustrate examples of how government affects the daily lives of citizens at the local, state, and national levels.|
Examples are education, transportation, crime prevention, funding of services.
|SS.912.P.9.6:|| Describe how group dynamics influence behavior. |
|SS.912.P.9.7:|| Discuss how an individual influences group behavior. |
|SS.912.P.9.8:|| Discuss the nature and effects of stereotyping, prejudice, and discrimination. |
|SS.912.P.12.2:|| Define processes involved in problem solving and decision making.|
Examples may include, but are not limited to, identification, analysis, solution generation, plan, implement, and evaluate.
|SS.912.P.12.5:|| Describe obstacles to decision making.|
Examples may include, but are not limited to, confirmation bias, counterproductive heuristics, and overconfidence.
|SS.912.P.12.6:|| Describe obstacles to making good judgments.|
Examples may include, but are not limited to, framing and belief perseverance.
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
- Analyze the problem in a way that makes sense given the task.
- Ask questions that will help with solving the task.
- Build perseverance by modifying methods as needed while solving a challenging task.
- Stay engaged and maintain a positive mindset when working to solve tasks.
- Help and support each other when attempting a new method or approach.
Teachers who encourage students to participate actively in effortful learning both individually and with others:
- Cultivate a community of growth mindset learners.
- Foster perseverance in students by choosing tasks that are challenging.
- Develop students’ ability to analyze and problem solve.
- Recognize students’ effort when solving challenging problems.
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
- Build understanding through modeling and using manipulatives.
- Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
- Progress from modeling problems with objects and drawings to using algorithms and equations.
- Express connections between concepts and representations.
- Choose a representation based on the given context or purpose.
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways:
- Help students make connections between concepts and representations.
- Provide opportunities for students to use manipulatives when investigating concepts.
- Guide students from concrete to pictorial to abstract representations as understanding progresses.
- Show students that various representations can have different purposes and can be useful in different situations.
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
- Select efficient and appropriate methods for solving problems within the given context.
- Maintain flexibility and accuracy while performing procedures and mental calculations.
- Complete tasks accurately and with confidence.
- Adapt procedures to apply them to a new context.
- Use feedback to improve efficiency when performing calculations.
Teachers who encourage students to complete tasks with mathematical fluency:
- Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
- Offer multiple opportunities for students to practice efficient and generalizable methods.
- Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used.
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
- Communicate mathematical ideas, vocabulary and methods effectively.
- Analyze the mathematical thinking of others.
- Compare the efficiency of a method to those expressed by others.
- Recognize errors and suggest how to correctly solve the task.
- Justify results by explaining methods and processes.
- Construct possible arguments based on evidence.
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
- Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
- Create opportunities for students to discuss their thinking with peers.
- Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
- Develop students’ ability to justify methods and compare their responses to the responses of their peers.
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
- Focus on relevant details within a problem.
- Create plans and procedures to logically order events, steps or ideas to solve problems.
- Decompose a complex problem into manageable parts.
- Relate previously learned concepts to new concepts.
- Look for similarities among problems.
- Connect solutions of problems to more complicated large-scale situations.
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
- Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
- Support students to develop generalizations based on the similarities found among problems.
- Provide opportunities for students to create plans and procedures to solve problems.
- Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
- Estimate to discover possible solutions.
- Use benchmark quantities to determine if a solution makes sense.
- Check calculations when solving problems.
- Verify possible solutions by explaining the methods used.
- Evaluate results based on the given context.
Teachers who encourage students to assess the reasonableness of solutions:
- Have students estimate or predict solutions prior to solving.
- Prompt students to continually ask, “Does this solution make sense? How do you know?”
- Reinforce that students check their work as they progress within and after a task.
- Strengthen students’ ability to verify solutions through justifications.
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
- Connect mathematical concepts to everyday experiences.
- Use models and methods to understand, represent and solve problems.
- Perform investigations to gather data or determine if a method is appropriate.
• Redesign models and methods to improve accuracy or efficiency.
Teachers who encourage students to apply mathematics to real-world contexts:
- Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
- Challenge students to question the accuracy of their models and methods.
- Support students as they validate conclusions by comparing them to the given situation.
- Indicate how various concepts can be applied to other disciplines.
|HE.912.C.1.1:|| Predict how healthy behaviors can affect health status.|
Making positive choices/avoiding risky behaviors: healthy food, substance abuse, and healthy relationship skills; regular medical and dental screenings; regular physical activity, and workplace safety.
|HE.912.C.1.3:|| Evaluate how environment and personal health are interrelated.|
Food options within a community; prenatal-care services; availability of recreational facilities; air quality; weather-safety awareness; and weather, air, and water conditions.
|HE.912.C.1.7:|| Analyze how heredity and family history can impact personal health.|
Drug use, family obesity, heart disease, mental health, and non-communicable illness or disease.
|HE.912.C.2.2:|| Compare how peers influence healthy and unhealthy behaviors.|
Binge drinking and social groups, sexual coercion [pressure, force, or manipulation] by a dating partner, students' recommendations for school vending machines, healthy lifestyle, review trends in current and emerging diseases, and use of helmets and seatbelts.
|HE.912.C.2.3:|| Assess how the school and community can affect personal health practice and behaviors.|
Healthier foods, required health education, health screenings, and enforcement of “no tolerance” policies related to all forms of violence, and AED availability and training.
|HE.912.P.7.2:|| Evaluate healthy practices and behaviors that will maintain or improve health and reduce health risks.|
Lifestyle choices: drug use/abuse, healthy diet, controlling modes of transmission of infectious agents, riding with impaired drivers, seeking mental-health services when needed, sexual behavior, and engaging in healthy relationships.
|ELD.K12.ELL.SI.1:|| English language learners communicate for social and instructional purposes within the school setting. |