|LAFS.6.L.1.1:|| Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
|LAFS.6.L.1.2:|| Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
|LAFS.6.L.2.3:|| Use knowledge of language and its conventions when writing, speaking, reading, or listening.
|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.
|LAFS.6.L.3.5:|| Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
|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.|
|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.|
|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.|
|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.|
|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.|
|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.
|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.|
|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.|
|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.|
|LAFS.6.SL.2.5:||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.|
|LAFS.6.W.1.1:|| Write arguments to support claims with clear reasons and relevant evidence.
|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.
|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.)|
|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.|
|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.|
|LAFS.6.W.3.7:||Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.|
|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.|
|LAFS.6.W.3.9:|| Draw evidence from literary or informational texts to support analysis, reflection, and research.
|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.|
|MAFS.K12.MP.5.1:|| Use appropriate tools strategically. |
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
|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
The purpose of this course is to develop grade 6 students' beginning awareness, understanding, and application of language arts as it applies to oral communication concepts and strategies in a variety of given settings.
The content should include, but not be limited to, the following:
- learning and practicing a variety of speech forms
- learning and demonstrating appropriate formal and informal public speaking techniques for audience, purpose, and occasion
- eye contact and body movements
- voice register and choices of language arts
- use of standard English
- using research & writing skills to support selected topics and points of view
- across a range of disciplines
- using a range of sources, including digital
- collaboration amongst peers, especially during the drafting and practicing stages
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).
The College and Career Readiness (CCR) anchor standards and grade-specific standards are necessary complements -- the former providing broad standards, the latter providing additional specificity -- that together define the skills and understandings that all students must demonstrate at each grade level. Students advancing through the grades are expected to meet each suceeding year's grade specific benchmarks, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the CCR anchor standards.
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.
|Course Number: 1007025||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 6 to 8 Education Courses > Subject: English/Language Arts > SubSubject: Oral Communications >
|Abbreviated Title: M/J SPEECH/DEBATE|
|Course Level: 2|
|Course Status: Course Approved|
|Grade Level(s): 6,7,8|
| Speech (Grades 6-12)|
| English (Grades 6-12)|
| Middle Grades English (Middle Grades 5-9)|
| Social Science (Grades 5-9)|
| Social Science (Grades 6-12)|