Access English 4 (#7910135) 


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Course Standards


Name Description
ELA.12.C.1.2: Write complex narratives using appropriate techniques to establish multiple perspectives and convey universal themes.
Clarifications:
Clarification 1: See Writing Types and Narrative Techniques.
Related Access Points
Name Description
ELA.12.C.1.AP.2: Write a complex narrative using appropriate techniques to establish multiple perspectives and convey universal themes.

ELA.12.C.1.3: Write arguments to support claims based on an in-depth analysis of topics or texts using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.
Clarifications:
Clarification 1: See Writing Types and Elaborative Techniques.

Clarification 2: These written works will take longer and are meant to reflect thorough research and analysis.

Related Access Points
Name Description
ELA.12.C.1.AP.3: Argue to support claims based on an in-depth analysis of topics or texts using valid reasoning and credible evidence from sources, elaboration, and demonstrating a thorough understanding of the subject.

ELA.12.C.1.4: Write an in-depth analysis of complex texts using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject.
Clarifications:
Clarification 1: See Writing Types.
Related Access Points
Name Description
ELA.12.C.1.AP.4: Write an in-depth analysis of a complex text using logical organization and appropriate tone and voice, demonstrating a thorough understanding of the subject.

ELA.12.C.1.5: Improve writing by considering feedback from adults, peers, and/or online editing tools, revising to enhance purpose, clarity, structure, and style.
Related Access Points
Name Description
ELA.12.C.1.AP.5: Improve writing when given feedback from an adult, a peer and/or an online editing tool, revising to enhance purpose, clarity, structure and style.

ELA.12.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. Students will be using rhetorical devices as introduced in the 11th grade benchmark. Added to this grade level is a responsiveness to the needs of the audience and adapting to audience response. Students will read the nonverbal cues of the audience to do this. Students first learned nonverbal cues in elementary for this benchmark.

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

Related Access Points
Name Description
ELA.12.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.12.C.3.1: Follow the rules of standard English grammar, punctuation, capitalization, and spelling appropriate to grade level.
Clarifications:
Clarification 1: See Convention Progression by Grade Level for more information.
Related Access Points
Name Description
ELA.12.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.12.C.4.1: Conduct research on a topical issue to answer a question and synthesize information from a variety of 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.12.C.4.AP.1: Summarize research on a topic to answer a question from a variety of sources.

ELA.12.C.5.1: Design and evaluate digital presentations for effectiveness.
Clarifications:
Clarification 1: The presentation may be delivered live or delivered as a stand-alone digital experience.
Related Access Points
Name Description
ELA.12.C.5.AP.1: Plan and create a digital presentation for effectiveness.

ELA.12.C.5.2: Create, publish, and share multimedia texts through a variety of digital formats.
Related Access Points
Name Description
ELA.12.C.5.AP.2: Create, publish and share a multimedia text through a variety of digital formats.

ELA.12.R.1.1: Evaluate how key elements enhance or add layers of meaning and/or style in a literary text and explain the functional significance of those elements in interpreting the 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.

Clarification 4: Functional significance refers to the role each element plays in creating meaning or effect for the reader.

Related Access Points
Name Description
ELA.12.R.1.AP.1a: Analyze how key elements increase understanding of literary text and/or style.
ELA.12.R.1.AP.1b: Compare and contrast how the key elements impact the functional significance in interpreting the literary text.

ELA.12.R.1.2: Analyze two or more themes and evaluate their development throughout a literary text.
Clarifications:
Clarification 1: For the purposes of this benchmark, theme is not a one- or two-word topic, but a complete thought that communicates the author’s message.
Related Access Points
Name Description
ELA.12.R.1.AP.2a: Distinguish two or more themes throughout a literary text.
ELA.12.R.1.AP.2b: Show the development of two or more themes throughout a literary text.

ELA.12.R.1.3: Evaluate the development of character perspective, including conflicting perspectives.
Clarifications:
Clarification 1: The term perspective means “a particular attitude toward or way of regarding something.” The term point of view is used when referring to the person of the narrator. This is to prevent confusion and conflation.
Related Access Points
Name Description
ELA.12.R.1.AP.3: Show the development of character perspective, including conflicting perspectives.

ELA.12.R.1.4: Evaluate works of major poets in their historical context.
Clarifications:
Sample poets for this benchmark include:
  • Emily Dickinson
  • Langston Hughes
  • Robert Frost
  • Phillis Wheatley
  • Edna St. Vincent Millay
  • Countee Cullen
  • Robert Burns
  • Percy Bysshe Shelley 
Clarification 1: A poet’s historical context is the period in which the writing occurred, not when it was discovered or became resurgent.

Clarification 2: Evaluation of a poet in context may include similarity to or differences from the work of contemporaries and the literary period, critical reception at the time, and scope of work. 

Clarification 3: For more information, see Literary Periods

Related Access Points
Name Description
ELA.12.R.1.AP.4: Analyze the connection between works of major poets and their historical context.

ELA.12.R.2.1: Evaluate the structure(s) and features in texts, identifying how the author could make the text(s) more effective.
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.12.R.2.AP.1: Explain how the structure(s) and features make the text(s) more effective.

ELA.12.R.2.2: Evaluate how an author develops the central idea(s), identifying how the author could make the support more effective.
Related Access Points
Name Description
ELA.12.R.2.AP.2a: Analyze how an author develops the central idea(s).
ELA.12.R.2.AP.2b: Explain how the author makes the support more effective.

ELA.12.R.2.3: Evaluate an author’s choices in establishing and achieving purpose(s).
Related Access Points
Name Description
ELA.12.R.2.AP.3: Analyze an author’s choices in establishing and achieving purpose(s).

ELA.12.R.2.4: Compare the development of multiple arguments in related texts, evaluating the validity of the claims, the authors’ reasoning, use of the same information, and/or the authors’ rhetoric.
Clarifications:
Clarification 1: For more information on types of reasoning, see Types of Logical Reasoning.

Clarification 2: See Rhetorical Appeals and Rhetorical Devices.

Clarification 3: Validity refers to the soundness of the arguments.

Related Access Points
Name Description
ELA.12.R.2.AP.4a: Compare the development of multiple arguments in related texts, evaluating the validity of the claims.
ELA.12.R.2.AP.4b: Compare the authors’ reasoning, use of the same information, and/or the authors’ rhetoric of multiple arguments in related texts.

ELA.12.R.3.1: Evaluate an author’s use of figurative language.
Clarifications:
Clarification 1: Figurative language use that students will evaluate are metaphor, simile, alliteration, onomatopoeia, personification, hyperbole, meiosis (understatement), allusion, and idiom. Other examples can be used in instruction.

Clarification 2: See Secondary Figurative Language.

Related Access Points
Name Description
ELA.12.R.3.AP.1: Analyze an author’s use of figurative language.

ELA.12.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.12.R.3.AP.2: Summarize information from grade-level texts, at the student’s ability level using the student’s mode of communication.

ELA.12.R.3.3: Analyze the influence of classic literature on contemporary world texts.
Clarifications:
Clarification 1: Classic literature for this benchmark should be drawn from and representative of 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: Contemporary world texts are those written after World War II that, through quality of form and expression, convey ideas of permanent or universal interest. 
Related Access Points
Name Description
ELA.12.R.3.AP.3: Compare and contrast the influence of classical literature on contemporary world texts.

ELA.12.R.3.4: Evaluate rhetorical choices across multiple texts.
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 was added in 11th grade. This differs from the 11th grade benchmark in that it is comparing the effectiveness of multiple texts.

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.12.R.3.AP.4: Analyze rhetorical choices across multiple texts.

ELA.12.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.12.V.1.AP.1: Use grade-level content vocabulary in communication, using the student’s mode of communication.

ELA.12.V.1.2: Apply knowledge of etymology, derivations, and commonly used foreign phrases 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. 

Clarification 3: See Foreign Words and Phrases for a list of commonly used foreign phrases.

Related Access Points
Name Description
ELA.12.V.1.AP.2: Using etymology, derivations and commonly foreign phrases, identify the meaning of a word from a phrase in grade-level content at the student’s ability level.

ELA.12.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.12.R.3.1 and Secondary Figurative Language.

Related Access Points
Name Description
ELA.12.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: 7910135 Course Path: Section: Exceptional Student Education > Grade Group: Senior High and Adult > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS ENGLISH 4
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 Status: Course Approved
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)
English (Grades 6-12) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
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)
English (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
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)


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