Access M/J Language Arts 1  (#7810011) 

{ M/J Language Arts 1 - 1001010 }


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Course Standards

Name Description
LAFS.6.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
  1. Ensure that pronouns are in the proper case (subjective, objective, possessive).
  2. Use intensive pronouns (e.g., myself, ourselves).
  3. Recognize and correct inappropriate shifts in pronoun number and person.
  4. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
  5. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
Related Access Points
Name Description
LAFS.6.L.1.AP.1a: Use strategies (e.g., clarify language and grammar, vary sentence patterns, maintain consistent tone and style) to improve written expression in conventional language.
LAFS.6.L.1.AP.1b: Identify and use pronouns accurately in writing.

LAFS.6.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  1. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
  2. Spell correctly.
Related Access Points
Name Description
LAFS.6.L.1.AP.2a: Use commas, parentheses and/or dashes in writing to set off nonrestrictive/parenthetical elements.
LAFS.6.L.1.AP.2b: Spell words correctly in writing.

LAFS.6.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
  1. Vary sentence patterns for meaning, reader/listener interest, and style
  2. Maintain consistency in style and tone.
Related Access Points
Name Description
LAFS.6.L.2.AP.3a: Vary sentence patterns for meaning, reader interest and style within writing.

LAFS.6.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
  1. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  2. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
  3. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  4. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Related Access Points
Name Description
LAFS.6.L.3.AP.4a: Use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position in a sentence) to determine the meaning of unknown or multiple-meaning words.
LAFS.6.L.3.AP.4b: Use common grade-appropriate roots and affixes as clues to the meaning of a word.
LAFS.6.L.3.AP.4c: Verify the prediction of the meaning of a new word or phrase.
LAFS.6.L.3.AP.4d: Consult reference materials to find the pronunciation of a word.
LAFS.6.L.3.AP.4e: Find the synonym for a word.
LAFS.6.L.3.AP.4f: Find the precise meaning of a word.

LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  1. Interpret figures of speech (e.g., personification) in context.
  2. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
  3. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Related Access Points
Name Description
LAFS.6.L.3.AP.5a: Use the relationship between particular words (e.g., synonyms, antonyms, homographs) in writing to promote understanding of each of the words.
LAFS.6.L.3.AP.5b: Use figurative language in context, including similes and metaphors.
LAFS.6.L.3.AP.5c: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
LAFS.6.L.3.AP.5d: Explain the meaning of figures of speech (e.g., personification, idioms, proverbs) in context.
LAFS.6.L.3.AP.5e: Identify the connotative meaning (the idea associated with the word) of a word or phrase.

LAFS.6.L.3.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Related Access Points
Name Description
LAFS.6.L.3.AP.6a: Use grade-appropriate general academic and domain-specific words and phrases accurately within writing.

LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Related Access Points
Name Description
LAFS.6.RI.1.AP.1a: Use textual evidence to support inferences.

LAFS.6.RI.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Related Access Points
Name Description
LAFS.6.RI.1.AP.2a: Provide a summary of the text based on details from the text.

LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Related Access Points
Name Description
LAFS.6.RI.1.AP.3a: Identify key individuals, events or ideas in a text.
LAFS.6.RI.1.AP.3b: Determine how key individuals, events or ideas are introduced in a text.
LAFS.6.RI.1.AP.3c: Determine how key individuals, events or ideas are illustrated in a text.
LAFS.6.RI.1.AP.3d: Determine how key individuals, events or ideas are elaborated or expanded on in a text.

LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Related Access Points
Name Description
LAFS.6.RI.2.AP.4a: Identify phrases with figurative language.
LAFS.6.RI.2.AP.4b: Determine meaning of figurative phrases as used in text.
LAFS.6.RI.2.AP.4c: Identify meanings of connotations used in text.

LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
Related Access Points
Name Description
LAFS.6.RI.2.AP.5a: Use signal words as a means of locating information.
LAFS.6.RI.2.AP.5b: Outline a given text to show how ideas build upon one another.
LAFS.6.RI.2.AP.5c: Determine the structure of a text (e.g., chronological order, cause/effect, compare/contrast, problem/solution).
LAFS.6.RI.2.AP.5d: Determine how the information in each section contributes to the whole or to the development of ideas.

LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Related Access Points
Name Description
LAFS.6.RI.2.AP.6a: Identify the author's point of view.
LAFS.6.RI.2.AP.6b: Identify the reason(s) the author wrote the text.

LAFS.6.RI.3.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Related Access Points
Name Description
LAFS.6.RI.3.AP.7a: Identify what is learned from different media or formats compared to what is learned via written words or spoken words.
LAFS.6.RI.3.AP.7b: Summarize information gained from a variety of sources, including media or texts.
LAFS.6.RI.3.AP.7c: Identify relevant details from several texts on the same topic (e.g., what are the important things that you learned?).

LAFS.6.RI.3.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
Related Access Points
Name Description
LAFS.6.RI.3.AP.8a: Identify an argument or claim that the author makes.
LAFS.6.RI.3.AP.8b: Evaluate the claim or argument; determine if it is supported by evidence.
LAFS.6.RI.3.AP.8c: Distinguish claims or arguments from those that are supported by evidence from those that are not.

LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Related Access Points
Name Description
LAFS.6.RI.3.AP.9a: Compare two texts on the same topic or event.
LAFS.6.RI.3.AP.9b: Contrast two texts on the same topic or event.

LAFS.6.RI.4.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Related Access Points
Name Description
LAFS.6.RI.4.AP.10a: Read or listen to a variety of nonfiction texts, including biographies, essays, speeches, journals, news articles and nonfiction novels.
LAFS.6.RI.4.AP.10b: Use a variety of strategies to derive meaning from a variety of print and non-print texts.

LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Related Access Points
Name Description
LAFS.6.RL.1.AP.1a: Refer to details and examples in a text when explaining what the text says explicitly.
LAFS.6.RL.1.AP.1b: Use specific details from the text (words, interactions, thoughts, motivations) to support inferences or conclusions about characters, including how they change during the course of the story.
LAFS.6.RL.1.AP.1c: Use the specific details from the text to support inferences and explanations about plot development.

LAFS.6.RL.1.2: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Related Access Points
Name Description
LAFS.6.RL.1.AP.2a: Select key details about a character and relate those details to a theme within the text.
LAFS.6.RL.1.AP.2b: Determine the theme(s) of a story, drama or poem, including how it is conveyed through particular details.
LAFS.6.RL.1.AP.2c: Summarize a text from beginning to end in a few sentences without including personal opinions.

LAFS.6.RL.1.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Related Access Points
Name Description
LAFS.6.RL.1.AP.3a: Describe how the plot unfolds in a story.
LAFS.6.RL.1.AP.3b: Analyze a character’s interactions throughout a story as they relate to conflict and resolution.

LAFS.6.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
Related Access Points
Name Description
LAFS.6.RL.2.AP.4a: Identify phrases with figurative language.
LAFS.6.RL.2.AP.4b: Determine the meaning of figurative phrases as used in text.
LAFS.6.RL.2.AP.4c: Identify connotative meaning in a given text.

LAFS.6.RL.2.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Related Access Points
Name Description
LAFS.6.RL.2.AP.5a: Identify important events in a text.
LAFS.6.RL.2.AP.5b: Identify the events that contributed the most to the theme, setting or plot.

LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
Related Access Points
Name Description
LAFS.6.RL.2.AP.6a: Determine the narrative point of view.
LAFS.6.RL.2.AP.6b: Identify and describe how the narrative point of view influences the reader’s interpretation.
LAFS.6.RL.2.AP.6c: Explain how an author develops the point of view of the narrator or speaker in a text.

LAFS.6.RL.3.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
Related Access Points
Name Description
LAFS.6.RL.3.AP.7a: Compare the similarities of reading a story or drama to listening to or viewing an audio, video or live version of the text.
LAFS.6.RL.3.AP.7b: Contrast the differences of reading a story or drama to listening to or viewing an audio, video or live version of the text.

LAFS.6.RL.3.9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Related Access Points
Name Description
LAFS.6.RL.3.AP.9a: Compare texts from different genres that have a similar theme or address the same topic.
LAFS.6.RL.3.AP.9b: Contrast texts from different genres that have a similar theme or address the same topic.

LAFS.6.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Related Access Points
Name Description
LAFS.6.RL.4.AP.10a: Read or listen to a variety of texts or adapted texts, including historical novels, fantasy stories and novels, poetry, fiction and nonfiction novels.
LAFS.6.RL.4.AP.10b: Use a variety of strategies to derive meaning from a variety of texts.

LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
  2. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
  3. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
  4. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Related Access Points
Name Description
LAFS.6.SL.1.AP.1a: Make appropriate comments that contribute to a collaborative discussion.
LAFS.6.SL.1.AP.1b: Review the key ideas expressed within a collaborative discussion.

LAFS.6.SL.1.2: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Related Access Points
Name Description
LAFS.6.SL.1.AP.2a: Explain information learned from various mediums.
LAFS.6.SL.1.AP.2b: Explain how information gained via media and formats contributes to the understanding of a topic, text or issue under study.

LAFS.6.SL.1.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Related Access Points
Name Description
LAFS.6.SL.1.AP.3a: Summarize the points a speaker makes.
LAFS.6.SL.1.AP.3b: Summarize the points an author makes.
LAFS.6.SL.1.AP.3c: Distinguish claims or arguments that are supported by evidence from those that are not.
LAFS.6.SL.1.AP.3d: Distinguish claims presented orally or in writing that are supported by reasons and claims that are not.

LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Related Access Points
Name Description
LAFS.6.SL.2.AP.4a: Report on a topic, story or claim with a logical sequence of ideas, appropriate facts and relevant, descriptive details

LAFS.6.SL.2.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Related Access Points
Name Description
LAFS.6.SL.2.AP.5a: Use captioned pictures, labeled diagrams, tables or other visual displays in presentations when appropriate to support the topic or theme.
LAFS.6.SL.2.AP.5b: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

LAFS.6.SL.2.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Related Access Points
Name Description
LAFS.6.SL.2.AP.6a: Recognize situations when the use of formal English is necessary (e.g., making a presentation vs. talking with friends).

LAFS.6.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
  1. Introduce claim(s) and organize the reasons and evidence clearly.
  2. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
  3. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
  4. Establish and maintain a formal style.
  5. Provide a concluding statement or section that follows from the argument presented.
Related Access Points
Name Description
LAFS.6.W.1.AP.1a: Write an introduction that introduces the writer’s claim within an argument.
LAFS.6.W.1.AP.1b: Create an organizational structure in which ideas are logically grouped to support the writer’s claim.
LAFS.6.W.1.AP.1c: Write arguments to support claims with clear reasons and relevant evidence from credible sources.
LAFS.6.W.1.AP.1d: Use words, phrases and clauses to link claims and reasons.
LAFS.6.W.1.AP.1e: Provide a concluding statement or section that follows the argument presented.
LAFS.6.W.1.AP.1f: Distinguish claims presented orally or in writing that are supported by reasons and claims that are not.

LAFS.6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  1. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  2. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
  3. Use appropriate transitions to clarify the relationships among ideas and concepts.
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Establish and maintain a formal style.
  6. Provide a concluding statement or section that follows from the information or explanation presented.
Related Access Points
Name Description
LAFS.6.W.1.AP.2a: Organize ideas, concepts and information (e.g., using definition, classification, comparison/contrast, cause/effect).
LAFS.6.W.1.AP.2b: Provide an introduction that includes context/background information establishing a central idea or focus about a topic.
LAFS.6.W.1.AP.2c: Develop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations or other information and examples.
LAFS.6.W.1.AP.2d: Include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to promote reading understanding.
LAFS.6.W.1.AP.2e: Use transitional words, phrases and clauses that connect ideas and create cohesion within writing.
LAFS.6.W.1.AP.2f: Use precise language and domain-specific vocabulary to inform about or explain the topic.
LAFS.6.W.1.AP.2g: Maintain a consistent style and voice throughout writing.
LAFS.6.W.1.AP.2h: Provide a concluding statement or section that follows from and summarizes the information presented.

LAFS.6.W.1.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  1. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
  2. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
  3. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
  4. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
  5. Provide a conclusion that follows from the narrated experiences or events.
Related Access Points
Name Description
LAFS.6.W.1.AP.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters.
LAFS.6.W.1.AP.3b: Organize ideas and event so that they unfold naturally.
LAFS.6.W.1.AP.3c: When appropriate use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
LAFS.6.W.1.AP.3d: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
LAFS.6.W.1.AP.3e: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
LAFS.6.W.1.AP.3f: Provide a conclusion that follows from the narrated experiences or events.
LAFS.6.W.1.AP.3g: Use figurative language appropriately, including similes and metaphors.

LAFS.6.W.2.4: 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.)
Related Access Points
Name Description
LAFS.6.W.2.AP.4a: Produce a clear, coherent, permanent product that is appropriate to the specific task (e.g., topic), purpose (e.g., to inform) and audience (e.g., reader).
LAFS.6.W.2.AP.4b: Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to entertain) and audience.
LAFS.6.W.2.AP.4c: Produce a clear, coherent, permanent product that is appropriate to the specific task, purpose (e.g., to make an argument supported by claims) and audience.

LAFS.6.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Related Access Points
Name Description
LAFS.6.W.2.AP.5a: With guidance and support from peers and adults, develop a plan for writing (e.g., define purpose, state your claim, gather evidence, create your argument, provide a meaningful conclusion).
LAFS.6.W.2.AP.5b: With guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).
LAFS.6.W.2.AP.5c: With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).
LAFS.6.W.2.AP.5d: With guidance and support from peers and adults, strengthen writing by revising and editing.
LAFS.6.W.2.AP.5e: With guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).
LAFS.6.W.2.AP.5f: With guidance and support from peers and adults, strengthen writing as needed by revising and editing.
LAFS.6.W.2.AP.5g: With guidance and support from peers and adults, develop and strengthen writing by planning, revising, editing, rewriting or trying a new approach.

LAFS.6.W.2.6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Related Access Points
Name Description
LAFS.6.W.2.AP.6a: Use technology to produce and publish writing (e.g., use the Internet to gather information, word processing to generate and collaborate on writing).
LAFS.6.W.2.AP.6b: Develop sufficient keyboarding skills.

LAFS.6.W.3.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Related Access Points
Name Description
LAFS.6.W.3.AP.7a: Follow steps to complete a short research project (e.g., determine topic, locating information on a topic, organizing information related to the topic, drafting a permanent product).

LAFS.6.W.3.8: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Related Access Points
Name Description
LAFS.6.W.3.AP.8a: Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.
LAFS.6.W.3.AP.8b: Gather information (e.g., highlight, quote or paraphrase from source) relevant to the topic from print and/or digital sources.
LAFS.6.W.3.AP.8c: Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.
LAFS.6.W.3.AP.8d: Provide a bibliography for sources that contributed to the content within a writing piece.

LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  1. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
  2. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Related Access Points
Name Description
LAFS.6.W.3.AP.9a: Analyze mentor texts to support knowledge of persuasive writing (e.g., analyze newspaper editorials to explore the way the author developed the argument).

LAFS.6.W.4.10: 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 discipline-specific tasks, purposes, and audiences.
Related Access Points
Name Description
LAFS.6.W.4.AP.10a: Write routinely over shorter time frames (e.g., journal entry, letter, graphic organizer) for a range of discipline-specific tasks, purposes and audiences.
LAFS.6.W.4.AP.10b: Write routinely in a genre over extended time frames (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.

HE.6.B.3.3: Investigate a variety of technologies to gather health information.
Clarifications:
Thermometer, television, Internet, audio books, and technology tools.
Related Access Points
Name Description
HE.6.B.3.In.c: Use technology to gather health information, such as a computer, thermometer, phone, television, or audio book.
HE.6.B.3.Su.c: Use selected technology to identify health information, such as a computer, thermometer, phone, television, or audio book.
HE.6.B.3.Pa.c: Use technology to recognize selected health information, such as a computer, television, or audio book.

HE.6.B.4.1: Determine strategies to improve effective verbal- and nonverbal-communication skills to enhance health.
Clarifications:
Role playing, short stories, and open-ended scenarios.
Related Access Points
Name Description
HE.6.B.4.In.a: Determine a strategy to improve effective verbal- and nonverbal-communication skills to enhance health, such as role-playing or open-ended scenarios.
HE.6.B.4.Su.a: Use a strategy to improve effective verbal- and nonverbal-communication skills to enhance health, such as role-playing or open-ended scenarios.
HE.6.B.4.Pa.a: Use a communication strategy to express wants, needs, or requests to enhance health.

HE.6.B.4.2: Practice refusal skills and negotiation skills to reduce health risks.
Clarifications:
Assertiveness, compromising, and use of "I" messages.
Related Access Points
Name Description
HE.6.B.4.In.b: Apply selected refusal and negotiation skills to reduce personal health risks, such as being assertive, compromising, and using “I” messages.
HE.6.B.4.Su.b: Demonstrate a refusal or negotiation skill to reduce personal health risks, such as being assertive, compromising, or using “I” messages.
HE.6.B.4.Pa.b: Use a refusal skill to reduce personal health risks at school, such as being assertive or using “I” messages.

HE.6.B.4.3: Demonstrate effective conflict-management and/or resolution strategies.
Clarifications:
Talk to an adult, anger management, and conflict mediation.
Related Access Points
Name Description
HE.6.B.4.In.c: Use selected conflict- management or resolution strategies, such as talking to an adult, managing anger effectively, and using conflict mediators.
HE.6.B.4.Su.c: Model a nonviolent way to resolve a conflict, such as talking to an adult, managing anger effectively, or using conflict mediators.
HE.6.B.4.Pa.c: Recognize a nonviolent way to resolve a conflict in the classroom, such as getting help from an adult.

HE.6.B.4.4: Compile ways to ask for assistance to enhance the health of self and others.
Clarifications:
Verbalize, write, and ask others for help.
Related Access Points
Name Description
HE.6.B.4.In.d: Identify ways to ask for assistance to enhance the health of self and others, such as verbal or written requests for assistance, and asking others for help.
HE.6.B.4.Su.d: Recognize ways to ask for assistance to enhance the health of self and others, such as verbal or written requests for assistance, and asking others for help.
HE.6.B.4.Pa.d: Use a communication strategy to express wants, needs, or requests to enhance health.

HE.6.B.5.1: Investigate health-related situations that require the application of a thoughtful decision-making process.
Clarifications:
Peer pressure, exposure to unsupervised firearms, and tobacco use.
Related Access Points
Name Description
HE.6.B.5.In.1: Identify a health-related situation that requires the application of a thoughtful decision-making process, such as peer pressure, exposure to an unsupervised firearm, or tobacco use.
HE.6.B.5.Su.1: Recognize a health-related situation that requires the application of a thoughtful decision-making process, such as peer pressure, exposure to an unsupervised firearm, or tobacco use.
HE.6.B.5.Pa.1: Recognize a health-related situation in which a decision is required, such as peer pressure, exposure to an unsupervised firearm, or tobacco use.

HE.6.C.1.2: Describe how the physical, mental/emotional, social, and intellectual dimensions of health are interrelated.
Clarifications:
Nutrition/mental alertness, interpersonal conflicts/emotional stress, sleep/physical stamina, and hunger/solving problems.
Related Access Points
Name Description
HE.6.C.1.In.b: Identify how the physical, mental/emotional, social, and intellectual dimensions of health are interrelated, such as eating well helps one stay alert in class, getting along with others helps decrease stress, and getting enough sleep helps one have more energy.
HE.6.C.1.Su.b: Recognize that the dimensions of health are interrelated, such as that physical health impacts emotional health.
HE.6.C.1.Pa.b: Recognize physical and emotional aspects of health, such as eating habits and expressing feelings.

HE.6.C.2.5: Examine how media influences peer and community health behaviors.
Clarifications:
Derogatory lyrics in music, anti-drug PSAs, sports beverage commercials, and Internet safety.
Related Access Points
Name Description
HE.6.C.2.In.e: Identify how the media influences peer and community health behaviors, such as by airing derogatory music lyrics, anti-drug public-service announcements, and sports beverage commercials.
HE.6.C.2.Su.e: Recognize how the media influences peer and community health behaviors, such as by airing derogatory music lyrics, anti-drug public-service announcements, and sports beverage commercials.
HE.6.C.2.Pa.e: Recognize a way the media can influence peer or community health behaviors, such as by airing derogatory music lyrics, anti-drug public-service announcements, or sports beverage commercials.

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.
SS.6.C.2.1: Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations which are reflected in the American political process today, and discuss their effect on the American political process.
Related Access Points
Name Description
SS.6.C.2.In.a: Identify a characteristic of ancient Greek and Roman civilizations that is part of the United States government today, such as citizen participation in government.
SS.6.C.2.Su.a: Recognize a characteristic of ancient civilizations that is part of the United States government today, such as citizen participation in government.
SS.6.C.2.Pa.a: Recognize that citizens participate in government.




General Course Information and Notes

GENERAL NOTES

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

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: 7810011 Course Path: Section: Exceptional Student Education > Grade Group: Middle/Junior High > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS M/J LA 1 
Course Attributes:
  • Class Size Core Required
Course Status: Course Approved
Grade Level(s): 6,7,8



Educator Certifications

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)
English (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)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (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)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
English (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)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (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 (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus English (Elementary Grades 1-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus English (Grades 6-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
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)
English (Elementary Grades 1-6) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Emotionally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades Integrated Curriculum (Middle Grades 5-9)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Middle Grades English (Middle Grades 5-9)
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)
English (Elementary Grades 1-6) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
English (Grades 6-12) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Middle Grades Integrated Curriculum (Middle Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)
Middle Grades English (Middle Grades 5-9) Plus Specific Learning Disabilities (Elementary and Secondary Grades K-12)


There are more than 236 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://www.cpalms.org/PreviewCourse/Preview/15476